High School Mathematics Lessons to Explore, Understand, and Respond to Social Injustice

  • Title:High School Mathematics Lessons to Explore, Understand, and Respond to Social Injustice
  • Author:Robert Q. Berry III, Basil M. Conway IV, Brian R. Lawler, John W. Staley
  • Publication Date:April 2020
  • ISBN:9781544352596
  • Publisher:Corwin Press

Empower students to be the change—join the teaching mathematics for social justice movement!

We live in an era in which students have —through various media and their lived experiences— a more visceral experience of social, economic, and environmental injustices. However, when people think of social justice, mathematics is rarely the first thing that comes to mind. Through model lessons developed by over 30 diverse contributors, this book brings seemingly abstract high school mathematics content to life by connecting it to the issues students see and want to change in the world.

Along with expert guidance from the lead authors, the lessons in this book explain how to teach mathematics for self- and community-empowerment. It walks teachers step-by-step through the process of using mathematics—across all high school content domains—as a tool to explore, understand, and respond to issues of social injustice including: environmental injustice; wealth inequality; food insecurity; and gender, LGBTQ, and racial discrimination. This book features:

  • Content cross-referenced by mathematical concept and social issues
  • Downloadable instructional materials for student use
  • User-friendly and logical interior design for daily use
  • Guidance for designing and implementing social justice lessons driven by your own students’ unique passions and challenges

Timelier than ever, teaching mathematics through the lens of social justice will connect content to students’ daily lives, fortify their mathematical understanding, and expose them to issues that will make them responsive citizens and leaders in the future.

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Author Bio

Robert Q, Berry III is currently the Samuel Braley Gray Professor of mathematics education at the University of Virginia, and serves as President of the National Council of Teachers of Mathematics (NCTM). Robert has collaborated with teachers, leaders, parents, and community members across the United States and has been a teacher at nearly all levels.

Basil Conway IV is currently an Assistant Professor of Mathematics Education in the College of Education and Health Professions at Columbus State University and serves as the mathematics education graduate program director. His research has specifically focused on the development of statistical reasoning and social awareness in social constructivist learning environments.

Brian R. Lawler is currently an Associate Professor for Mathematics Education at Kennesaw State University. His research focuses on the personal epistemology of adolescent mathematical learners, and power and privilege in the science, practice, and politics of Mathematics and Mathematics Education.

John W. Staley is currently the Coordinator of Special Projects in Baltimore County Public School. During his career he has presented at state, national, and international conferences; served on many committees and tasks forces; facilitated workshops and professional development sessions on a variety of topics.

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