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

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

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

This book explains 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 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 issue - Downloadable instructional materials - User-friendly and logical interior design - Guidance for designing and implementing social justice lessons driven by your own students' unique passions and challenges

Author: Robert Q. Berry, Basil M. Conway, Brian R. Lawler
Publisher: Corwin Publishers
Published: 04/17/2020
Pages: 328
Binding Type: Paperback
Weight: 1.98lbs
Size: 10.90h x 8.40w x 0.90d
ISBN: 9781544352596

About the Author
Berry, Robert Q.: - Robert Q, Berry III is currently the Samuel Braley Gray Professor of mathematics education at the University of Virginia, and served as President of the National Council of Teachers of Mathematics (NCTM), 2018-2020. He received his B.S. (middle grades education), Old Dominion University (ODU); M.A.T. (mathematics education), Christopher Newport University; Ph.D. (mathematics education), University of North Carolina (UNC) at Chapel Hill. He has taught in public schools and served as a mathematics specialist since 1991.

Robert has collaborated with teachers, leaders, parents, and community members across the United States and has been a teacher at nearly all levels. These experiences have afforded him a perspective on the issues facing mathematics teaching and learning across diverse contexts. He sees himself as a teacher who is always learning and improving my professional practice. He brings a strong sense of equity and fairness, rooted in my understanding of the mathematical experiences of students of color and the belief that all students deserve access to learning environments and resources that support their engagement with mathematics. He brings an ability to establish rapport and trust with people from diverse backgrounds by working to understand their perspectives, histories, and lived experiences. He understands the importance of building partnerships and how to draw on each partner′s strengths to achieve a common goal. In sum, he brings experiences and abilities that make me an effective advocate for teachers and students.
Conway, Basil M.: - 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. He serves on numerous doctoral committees as both a chair and methodologist. He earned his B.S., M.S., and PhD. from Auburn University in mathematics education in 2005, 2012, and 2015 respectively. He also completed his M.S. in statistical science from Colorado State University in 2010.

Basil previously spent 10 years teaching in public middle and high schools before he became a teacher educator. During this time, he also worked as an instructor at a local junior college. Over the past 15 years of service in teaching mathematics and future teachers of mathematics he has served in various local mathematics education leadership positions and organizations including Transforming East Alabama Mathematics (TEAM-Math), Auburn University's Teacher Leader Academy, East Alabama Council for Teachers of Mathematics, Woodrow Wilson Fellow, National Mathematics and Science Initiative, and A+ College Ready. His recent works on teaching mathematics for social justice have been published in NCTM's Access and Equity: Promoting High-Quality Mathematics in Grades 9-12 (2018) and Handbook of Research on Critical Thinking Strategies in Pre-Service Learning Environments (2019).

Basil's lens for teaching and student learning draw heavily from Vygotsky's theory of social constructivism in which language and culture play essential roles in human's intellectual development. Thus, he believes the co-construction of knowledge is paramount in the development of students social and mathematical identities. He believes teachers, parents, other students, cultural norms, and other cultural communicative devices play a critical role in shaping students' knowledge of society and mathematics. His research has specifically focused on the development of statistical reasoning and social awareness in social constructivist learning environments. Lawler, Brian R.: - Brian R. Lawler is currently an Associate Professor for Mathematics Education in the Bagwell College of Education at Kennesaw State University and serves as coordinator for the secondary mathematics teacher certification programs. He earned his doctorate in Mathematics Education at The University of Georgia. He received his B.S. in Mathematics from Colorado State University, M.A. in Curriculum and Instruction from California State University Dominguez Hills, and M.A. in Mathematics from The University of Georgia.

Previously, Brian taught high school mathematics for 9 years in a variety of settings, including suburban, urban, and urban/rural settings. Throughout his quarter-century career in mathematics education, he has advised school districts and provided professional development to high school math teachers as they aim to transform their programs in order to meet the needs of all learners--in discourse-rich, heterogeneous classrooms. He is a contributing author to the second edition of the Interactive Mathematics Program, a four-year, college preparatory, problem-based high school mathematics curriculum designed particularly for untracked classrooms.

Brian draws upon a Piagetian epistemological framework, a critical pedagogy, a Deweyan progressivism, and a post-structural worldview to theorize an equitable and socially just framework for mathematics education. This emerges as a Critical Mathematics Education, in which the child's mathematics and the mathematics of society are both held, not in tension, but as interacting, in order to understand learning and teaching of mathematics in its sociopolitical context. 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.

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