Despite efforts to address racial, gender, income-level and other kinds of inequities, disparities persist throughout society in educational, occupational, financial, and healthcare services and opportunities. To work toward societal equity, mathematics teachers have shown increased interest in both improving students’ achievement and supporting students’ ability to use mathematics to analyze these inequities to create change. For instance, a mathematics task may use rate, ratio, and proportion to explore the gender wage gap, and then use functions to explore disparities in earnings over time. Few resources, such as textbooks, coaching protocols, or examples of classroom teaching, however, exist to support mathematics teachers’ efforts to teach the mathematics content while investigating relevant social issues. In addition, research indicates several dilemmas teachers face in maintaining the cognitive demand of the task, addressing state standards, and improving student agency through such investigations. This research project (2021-2026) partners with teachers and students to understand how teachers learn to adapt and implement mathematics tasks that facilitate students’ mathematics learning and investigation of social issues.
More information about the project can be found here, and this site will be updated as we have more to share with teachers, researchers, and community members. Thank you for your interest.
This work is supported with funding from the National Science Foundation DRK-12 Program (Award #2242654). Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of NSF. COPYRIGHT © 2023 MATH SOCIAL ISSUES - ALL RIGHTS RESERVED.