Mathematics that Matters

5/2/2013

Recently I participated in City Summit 2013, a local community-based effort to connect people and their city in new ways, and in the process, foster a sort of re-imagining of what communities might look like. Keynote speaker, John Perkins, recounted his own personal story growing up as the son of a sharecropper in Mississippi in the 1930’s. Through a series of difficult and painful experiences Perkins became conscious of the racial and social injustices faced by African Americans in Mississippi. These experiences fueled his later involvement in the desegregation of Simpson County schools, as well as his work with the broader civil rights movement.

In his keynote, Perkins described the empowering nature of education:

“Education allows us to subdue our environment rather than be subdued by it.”

The Algebra Project 
Robert Moses began working with civil rights activists in 1960, and in 1982 founded the Algebra Project, a foundation committed to establishing quality mathematics education for all children. The aim of this foundation and its current work is to increase access to and understanding of algebra in underserved communities, with the expressed conviction that this understanding has significant impact on students’ social and economic futures.

In discussing Moses’ convictions, UC Berkeley Professor Alan Schoenfeld states:

“Who gets to learn mathematics, and the nature of the mathematics that is learned, are matters of consequence.”

In a 2013 interview, Moses described the pivotal role algebra plays in a society increasingly dependent on technology:

Host: “Talk about algebra and what makes it important in general terms. Is it a skill that needs to be acquired for its own sake, or to give students a framework for thinking about other things in different ways?”

Moses: “The information age…has ushered in a quantitative literacy that has put algebra and logic as a necessary literacy for our democracy.”

KQED interview Bob Moses 2.6.2013

On Equity

During the 2013 NCTM Annual Meeting held in Denver, CO, Uri Treisman delivered the Iris M. Carl Equity address. His comments called attention to the empowering nature of mathematics education:

“Mathematics is the biggest determinant in upward social and economic mobility. We need to rebuild our education systems so they allow students to advance. Schools are places where we produce citizens with deep commitments to democratic ideals.”

Mathematics as a tool 

We use mathematics as a tool to make sense of and understand the world around us. We need mathematics to help put events and trends into perspective, to look rationally and reasonably at aspects of these events that may not be apparent on the surface. Mathematics helps us go deeper.

Common Core Mathematical Practices emphasize critical thinking as students make sense of mathematics, and as teachers work hard to ensure that students learn to solve real world problems. But what kind of problems do we hope they solve? How will students learn to recognize problems that are in need of solving, and from what perspective will they approach these problems?

We want our students to ask important questions: What’s a reasonable wage? What figures might constitute discriminative behavior? Why are certain communities underserved in terms of assets or resources?

The question here is whether it is enough to deliver a rich mathematics instructional program, or whether we should also strive to help students use mathematics in meaningful ways.

Think about some of the enduring concepts students explore during their school study of mathematics:

number , counting,  patterns,  structure,  measurement , data,  change , variable,  function,  statistics

There are, of course, more. Now think about a current issue or problem that needs attention in your local community, city, or state. You may even want to think globally. Here’s the question:

How many of the above concepts are required to think critically about this issue and understand it? Better yet, how many of these would play a role in any sort of solution to this problem?

Could it be that while students have been asking “When will I ever have to use this?” we’ve been giving many of the wrong answers? Rather than listing jobs that require math skills, perhaps we should revoice that question for students:

Oh, you mean “When will your mathematics understanding intersect an opportunity for meaningful change?”

The world needs mathematical thinkers.

93 Comments

Allison

8/9/2014 04:31:27 pm

I agree with you that we need to offer our students a better answer to why they need to learn the math. In the past, I've answered, similar to what you posted, all the different careers that might use the math. However, when the students reply with, "but that is not a career that I am interested in." we need to follow through with a better answer. Social justice situations are the better answer to why they need to learn the math. Great article!

Mindy

7/1/2015 11:29:19 am

I was thinking the same thing Allison! There have been so many times when students were frustrated or bored and would ask the dreaded question, "when will we ever use this?" Sometimes I would list a few careers and other times I would tell them they need to know the material if they want to make it to high school or college. Either way, they never liked the answer they were given and I was left with a class full of uninterested students. They need to realize that math is everywhere and with their mathematical knowledge they can make a difference!

Elizabeth

7/21/2016 08:33:30 am

Allison -
I completely agree with both you and Mindy. At the High School level it is a bit tough sometimes, as they most likely won't walk out into their everyday lives and have to do trig or logarithms. Recently when they have asked, "When am I going to use this?" I have explained to them that they are at the level in math when they won't necessarily use that concept, but they are learning to problem solve and to challenge themselves.

After reading this article, I realize more that that is not a sufficient response either. I liked the following one from the reading, and I may try to use that in the classroom this year:

"Could it be that while students have been asking “When will I ever have to use this?” we’ve been giving many of the wrong answers? Rather than listing jobs that require math skills, perhaps we should revoice that question for students:
Oh, you mean “When will your mathematics understanding intersect an opportunity for meaningful change?”

Auban

7/25/2016 05:08:36 pm

Elizabeth,

I've given similar answers to my high school math students:

"In all honesty, you likely won't use this *exact* skill beyond your next few math classes unless you choose a career that involves math. And, even then, you'll use these skills differently from how you're learning it. And that's okay. You are learning ways of thinking, ways of seeing patterns, ways of applying logic. All of that is useful, even if this is one of the last times you see this exact formulation."

I used to like my answer. I think, though, bringing in the need for fluent numeracy so that you can thoughtfully evaluate the numbers you encounter and can use the appropriate math persuasively.

I'm encouraged at the idea of bringing in issues of the wider world.

Michael Pine

6/12/2020 07:04:39 pm

Your comment is incredibly enlightening! The innumerable amount of time students will ask "When are we actually ever going to use this?" is all too accurate. Or explain that they don't need a set of math skills because "it's not like I'm going to be a scientist or professional mathematician." Integrating social injustices into mathematics comprehension can result in the near eradication of these questions and comments. We, as teachers, now have a real reply.

By integrating relevant data and statistics, students can develop compassion for injustices they may perceive daily. This then transfers in to adulthood activism for social injustice. The introduction into analyzing statistics and data/numbers is essential in order for students to fully understand the impact of a crisis as they age.

Sarah

5/5/2020 05:55:08 am

Allison,
I teach middle school math, so I get the "when when I am ever gonna use this" question all of the time. And you're right. We need a better response and this is where social justice situations fit right in. I have even started to incorporate these type of questions and story problems with the COVID19 pandemic. We are doing a unit on percents, so the connections are endless.

Sandra

6/22/2021 03:54:11 pm

My answer to students when they ask why they need to know some particular problem my answer is always the same... because it is going to make you a better problem solver. I explain by talking about a problem in my life at the time and how it needs to be fixed and students come up with ways for me to fix my problem. I tell them that that is math, having a problem and coming up with multiple ways to solve it but in the end they were all correct in fixing my problem. Math not always going to have numbers and clear solutions, we may have to dig ourselves into a bigger problem before we are able to get out, and that is ok!

Laura M

9/11/2014 11:16:28 am

Math is indeed a tool and when applied to social justice can be used to quantify and compare major issues that effect humanity. Sometimes we look at the numbers and we realize that an issue might not be as severe as we thought. Sometimes, however, once we quantify an issue we can find alarming facts and in the case of social justice, looking at these can spark the observer into activism. Of course watching for bias is always critical to discuss with students as well.

Serena Lane

8/9/2018 03:06:54 pm

I totally agree that seeing the numbers when it comes to social justice issues can really solidify the necessity for change. I've always wanted to create a meaningful social justice project for my high school students regarding the drastic increase in mental health diseases and suicides in our community. The main factor that has hindered me from going further with the project is the lack of reputable data I was able to find online. I hope this course will provide websites that can be trusted with loads of useful data. I completely agree that teaching our students to find the possible persuasive nature or bias of certain articles and information found online and on various social media platforms is also extremely important.

Tammie

6/1/2021 05:51:11 am

Serena,
Like you, I see the validity in tying mathematics to social justice issues to help students develop a sense of awareness but also as an evaluative tool. Courses that unify the two are critical in helping communities develop an understanding of their circumstances that surpasses words. The key, however, is having reputable data to analyze. I hope this class will provide resources that I can share with my students to help them learn how to help themselves.

Jeffrey K

11/11/2014 03:55:46 am

Mathematics is certainly a tool to make sense of or explain events in life. Teaching students how to use math to identify inequities and promote change, will result in students viewing and doing math in the present tense rather than focusing on what mathematicians did 2000 + years ago. Student's curiosity and attention will be inspired when looking at Social Justice Mathematics.

Lori

12/8/2014 05:39:45 am

Mathematics is indeed the ultimate quantifier. If we can teach students not only a series of rules and concepts, but also how it applies to real world situations, it makes much more of an impact on their lives. Some of our biggest problems in this country involve math and numbers; budget, our nations deficit, the stock market, taxes, etc., we can start by helping students understand the math behind these issues.

SARAH M LANNING

7/9/2021 07:39:55 am

I agree. Math has been used for so long as a tool to weed students out of academia rather than empower students to understand the world. As a result so many people are intimidated by thinking about things through a mathematics lense. If students were empowered to engage with those issues mathematically we would have greater equity. I thought these quotes were really great and I am going to put them up in my high school classroom.

“The information age…has ushered in a quantitative literacy that has put algebra and logic as a necessary literacy for our democracy.”
Bob Moses

Mathematics is the biggest determinant in upward social and economic mobility. We need to rebuild our education systems so they allow students to advance. Schools are places where we produce citizens with deep commitments to democratic ideals.”
Uri Treisman

Danielle Rabina

7/14/2021 06:57:19 pm

I think those are incredibly valuable quotes, Sarah. I also believe that making math's relevance clear and tangible to students will help many more students remain engaged to learn the skills that will allow for their pathway towards advancement and literacy.

1/21/2015 04:50:45 am

I agree that mathematics is essential to quantifying, analyzing and comparing real issues around the world. I am often asked by my students when our topics will be used in real life and I often struggle to find a meaningful answer. I agree that we need to give our students opportunities before, during, and after our lessons to directly apply mathematics to social justice issues. The more they are able to directly connect the math to making a meaningful change in the world, the better they will be able to understand it.

Evelyn Sankey

6/24/2015 03:02:28 am

You said that well - couldn't agree with you more.

Dan I.

5/7/2015 01:14:51 am

I agree that mathematics can be used as a tool for change, and should be taught as such. With many of the changes and shifts associated with Common Core, I think that incorporating social justice issues will be easier. There is a focus on problem solving, and when the problems are meaningful, it will provide motivation to students to find solutions, or at least strive to understand the problem. I tend to teach students based on a conceptual understanding of a problem, not just a formula or a process to be memorized. Now, I'm looking to take the next step, which would be to incorporate bigger issues that effect the community. It can be both a source of motivation for students, and a way to make their learning meaningful.

Katie

7/23/2015 05:28:32 am

I teach my students in a very similar way. While anyone can teach for memorization by using a formula, it takes a lot more creativity and determination from the teacher to educate students by showing them how to process and relate to information. Incorporating real world scenarios into lessons can help students to recognize when and how to utilize the concepts they are being taught in the classroom.

Dennis I

6/1/2015 10:59:03 pm

Mathematics in any form can be a huge tool in making sense of the world around us. It can give us standards and stats to judge circumstances and situations we experience.

6/2/2015 12:18:10 am

By using the math that we have learned, we gain a better understanding of the world and can make better comparisons, conclusions and evaluations when we are exposed to data presented in order to highlight a current event.

6/24/2015 03:00:34 am

There are so many issues that can be discussed, with mathematics being so relevant. Any issues of inequality - wage disparity, access to energy and resources, life span, infant mortality, incarceration rates... Using math to compare the situations of wealthier people or healthier countries to poorer ones, or of one race to another, brings the issues home in a way that doesn't happen without the numbers being included.

Jessica Grenz

8/11/2016 09:43:51 am

I agree with you that there are many issues that can be discussed and explored with our students in which mathematics is in the forefront. By including social justice issues into the math curriculum, we can make our students more informed of the world around them and become more active members of society. Looking at the numbers involved in these issues promotes math students to use their prior knowledge and build upon it in ways that they may not have before.

Brian Van Hise

5/7/2017 01:51:58 pm

I agree that math can play a role in helping students understand many of these topics. And by introducing the mathematical concepts to them along with these issues they will hopefully see the relevant side of math and its potential to be applied to other avenues of their life.

Marco

10/24/2017 05:12:45 am

I agree with you Brian. I feel that the most important part about this is that the kids can hopefully extend their learning into other applications outside of the classroom. One of the biggest things we try to teach the students is to be problem solvers and that requires taking learned concepts from one area and applying to others.

Debra Smith

8/6/2021 08:15:32 am

I agree 100%!

Denise M.

7/7/2015 12:12:48 am

I think using social issues to hep us teach mathematics is a way to help answer the age old questions asked by students, "Why do we have to learn this?" or, "When am I ever going to use this?" I also think using mathematics and teaching about social issues makes both more real to the students, and when something is real to them, they tend to be more interested and have an easier time storing it in their long form memory. It can help make math meaningful.

Suzanne R. link

7/13/2015 03:29:03 am

I am guilty of having made a bulletin board entitled, “When Will You Ever Use Mathematics?” Pictures of construction sites, the stock market, banking, and various businesses depicted the answer to the question. After reading the article, I understand that I need to navigate differently, especially for the reason that not everyone in my classes will be destined for the specific careers posted on my bulletin board. Social justice issues, the societal issues, will effect all of my students throughout their lives. The article ends with a powerful message - "The world needs mathematical thinkers."

7/13/2015 04:47:58 am

10/25/2017 07:51:50 am

I used to have the same thing on my wall too. The occupations that utilize math. But how do we know what the kids are interested in becoming? If they don't want to be any of those things, do they just shut down and "pass' on learning math because there not going to be banker? That's why I took mine down and I now focus on bringing in the critical thinking aspect like you & the article so proactively suggests.

Michelle D

7/17/2015 04:24:32 am

I think that it is very telling when students ask "when will I ever use this," because it shows that we are not doing a good job of giving them meaningful tasks. It seems as though teaching mathematics through a social justice lens helps students to apply what they are learning to a meaningful issue as well as using that issue to teach new concepts. It is important for students to know about age appropriate issues in the world so that they can mold their own beliefs about these issues and act on them if they so choose.

Loren B

8/16/2015 04:33:04 am

Very true!!!!

Wendy Boettcher

1/20/2016 10:11:12 am

I think it is very important for students to understand "why" they are learning the math and its relevance to the real world. Social justice issues are the best way of making that one-to-one correspondence and keeping students engaged.

Teresa Vande Creek

1/15/2017 02:53:43 pm

If I use social justice issues as a springboard to present my mathematics, I'm hoping I will never nee to answer the age old question "when am I ever going to use this" again.

Emily Clarke

7/29/2015 03:53:19 am

I agree with the idea that it is very important to have mathematically educated citizens for an informed and effective democratic society. For example, there are so many percentages, graphs and statistics used to discuss and understand important current events in newspapers, on t.v., and online. My students often ask how Algebra is used in real life, rather than basic mathematics. I have a difficult time coming up with examples of how it might be useful to them in their future. I would really like to continue learning about how the Algebra that Robert Moses mentioned in his quote is “necessary for our democracy” in his own specific and practical terms so that I can better answer my students' question.

8/16/2015 04:30:45 am

I have a poster in my room which says "When am I ever going to use this?" with all the jobs explaining the math skills needed to perform them. I realize how much more I can relate real life examples to my students and not just show what is relevant for a give position. Making a meaningful connection to my students through math is very important for their thought processes and life skills.

1/20/2016 10:04:29 am

I teach middle school math and when you relate seventh grade math to a career most students will tell you that they have no idea what they want to be when they grow up. The information is not relevant to them at the point of their life.

Wendy Boettcher link

1/14/2016 01:23:00 pm

I like social justice math because students are solving problems using numbers that really matter. Students are focusing on issues that are happening in the world and working with real authentic, and meaningful numbers.
Students at the middle school age have no idea what career they are interested in, but by doing social justice math students can deal with real issues and figure out through math, reading and writing that they can make a difference.

John Lanning

1/15/2016 04:19:41 pm

I often talk to my students (high school freshmen) about mathematics being the key that opens several doors. When they give me the "when am I going to use this" comment, I talk about how they are going to live lives not only different from their parents, but different than any other generation that has ever lived. The more knowledge a person has in any area, and specifically math, science, and interpersonal communication, the better prepared the person is for an unknown future.

Rachel C

12/27/2017 10:54:40 am

Such a good point! The old "Knowledge is Power" posters and PSA's are simple and to the point, but I like your explanation of students lives being different from their parents.

Katie G

2/21/2016 03:31:01 pm

This article is a valuable reminder to me about the power of education and, more specifically, math education. Mathematical thinking is so ingrained in 21st citizenship and communication and, as Moses suggests, is "a necessary literacy for our democracy.” Reading this has certainly helped me to refocus on the big picture instead of thinking of math solely in terms of the enduring concepts that must be met according to a curriculum; I think my renewed focus can only help my students to understand the social implications of their mathematical understanding.

Jennifer Gilliland

2/29/2016 08:46:34 am

I believe using Social Justice Issues to teach math can only help students advance their learning. I have always said if students are interested in what they learning, not only will learning be easier but more fun. Students will obviously be more interested in learning if they are learning something they can apply or use in their own life.

Wong Lee

3/12/2016 12:53:43 pm

Social Justice Math is model with mathematics. It is applying mathematical concepts to solve real world problems. Using social justice issues to guide mathematics instruction is a good idea. It serves as a motivational tool. However, the math skills and math concepts go hand in hand. Most at risk students struggle with the skills, so they don't often have the opportunity to apply it solve real world problems. Consequently, they always question what is being taught. They have all the same question: "When will I ever going to use this?"

Keri

4/7/2016 03:46:09 am

When will I ever use this? I used to ask that very question when I was younger. I feel it is really important for students to understand why they are learning what they are learning. Math through Social Justice is a great way to accomplishment this. It offers real, authentic problems for our students that will allow them to become critical thinkers.

Jenna Evans

2/27/2017 12:21:52 pm

Me, too Keri! I asked this a lot, and now answer it for my own middle school aged child. I love the statement above: “When will your mathematics understanding intersect an opportunity for meaningful change?”

Ian Wu

7/22/2018 06:20:09 am

I agree- when students are interested and care about what they are learning, they tend to ask more questions and learn to apply what they have learned beyond the classroom. In some of my classes, I offer students the opportunity to tell about themselves and explain why they are taking the course (a majority of my students are recent high school grads or transfer students). Most of the time they are simply taking the course to fulfill a major requirement. I would like them to think beyond this and be able to utilize the math that they learn even if they change majors. I agree that the use of Social Justice math will allow them to not only improve on their critical thinking, but also help them see mathematics as a tool to become more engaged beyond the classroom.

4/30/2016 04:26:25 am

The response to "Will I ever have to use this?" at the bottom of the article sums up for me how important social justice math is in our classrooms. Every student will encounter social justice issues at some point in their lives. Equipping students with the mathematical ability to make some sense of these problems is an important task I am excited to embark on as a high school math teacher.

Christine

7/12/2016 05:54:05 am

This article was inspiring for me. I have encountered hundreds of students who, like those mentioned above, were unsatisfied with the list of careers I could list who will use math on a regular basis. One of our main purposes, as educators, should be to foster an environment of critical thinking. Through integration of current events and various social justice issues into our classrooms, our students will realize that mathematical thinking and reasoning is a valuable tool that they can use to make a difference in the world.

Mary Tyl link

7/12/2016 10:50:23 am

My comment refers to the section entitled "The Algebra Project." The district that I teach in is low-income. The students were only expected to know minimal amounts of algebra. Then, a new administration came in requiring University of Chicago materials to be used. Students were frustrated and failing. There was no previous preparation for the students. Students NEED to be taught algebra skills from kindergarten. These skills need to be build upon and strenghtened every year, especially since my group was low income.

8/11/2016 09:37:57 am

Social Justice Math encourages our students to become members of their community, members of society, by giving them the opportunity to mathematically explore current issues. Students will be able to focus on the mathematics involved in social justice issues rather than asking the question, "When will I ever use this math?" Being an active member of society does not necessarily come naturally to all students, it is the responsibility of parents and teachers to promote this path and promote students to learn through exploration, conjecture, and discussion.

Caitlin Thompson

1/10/2017 08:27:07 am

Yes, we want our students to be able to solve real-life application problems, but we also want them to be able to look at any given situation and see the Math that it involves.

Victoria Thornton

1/14/2017 02:28:45 pm

I love Moses' comment about the necessity of people understanding algebra and logic in order to be part of our society today. This couldn't be more true! Even something as simple as a commercial stating a statistic that makes their product sound promising. Students (and all people) need to be able to think critically and logically about what was stated. What information was not given? What could the spokesperson be leaving out that would make his/her statement hold true but may make the product less promising? Everyone needs algebra and logic to be able to make informed decisions which will lead to change.

luong Ho

12/2/2019 07:30:07 pm

Victoria. I agreed with you. We need to teach our students to question and challenge things they see every day - using math and logic. Data can be manipulated to support whatever position to sway people to one's advantage/ perspective. We need to teach the next generation to think critically and examine that data in a way that empowers them to see bias even in data.

Kathleen Parlett

6/29/2020 06:03:38 pm

I agree with Victoria as well. We need to help our students to become good logical thinkers so that they can be good critical thinking citizens.We need them to naturally be ready to ask "does this argument hold?" or "Is the data being properly presented or is it being distorted to further an agenda?"

Josh

2/13/2017 10:15:04 am

I'm starting this course at a time when social justice is on trial (literally). Among other issues, Trump's "Travel Ban" is being fought over. It's easy to think of global issues right now. As I read in the blog,

"Now think about a current issue or problem that needs attention in your local community, city, or state. You may even want to think globally. Here’s the question:
How many of the above concepts are required to think critically about this issue and understand it? Better yet, how many of these would play a role in any sort of solution to this problem?,"

I saw the extreme need for the use every concept in the list: "number , counting,  patterns,  structure,  measurement , data,  change , variable,  function,  statistics."

One of the reasons I went into teaching was with the hopes of creating thinkers with better reasoning skills in order to make the world better for all. I have a hard time not taking for granted that learners (of all subjects, but math particularly) will attempt to integrate what they are learning with what they already know and their overall views of the world. However, most learners do not do that. High school learners enter a course usually just concerned with getting a high enough grade by the end and wanting to know how to achieve that. In other words, they see learning as a means to an end! They often have to be invited to see worth in the course.

Therefore, I completely agree that a better question of "When am I going to use?" being “When will [this] mathematics understanding intersect an opportunity for meaningful change?” It is an invitation for learners to figure out for themselves how to make the most of their learning. It puts the responsibility of finding answers back on the learner.

Jim Baroody

2/7/2019 02:13:56 pm

I am all in with your thoughts here, Josh. So many of the things our current politicians push are seemingly not based in the facts that math can provide. Instead of looking at the data, analyzing it, and coming to fact-based conclusions, many are deciding what conclusion they want and then manipulating the numbers to support that. Some don't even go that far...they just argue for what they want with baseless opinions.

Having said that, I do struggle with just how to incorporate social justice issues in to my own classroom. I teach geometry, which could be very valuable for recognizing patterns (amongst the "number , counting,  patterns,  structure,  measurement , data,  change , variable,  function,  statistics" mentioned) but not much beyond that. Certainly, trig is useful for computer graphics and you can't do that without geometry, but I'm not sure yet how that applies to relevant social justice issues.

Recently, my ears have perked up when I hear that geometers are taking on the issues surround gerrymandering, but when you dive in to what they're actually doing, it is extremely complex math...certainly not the geometry I'm teaching in 9th grade! I'm hopeful that as I continue through this course, I'll come up with some additional thoughts as to projects that might lend themselves to creating a need to learn some of the geometry I teach.

2/27/2017 12:19:36 pm

I work in early childhood education and I can't help but wonder the amount of change we'd see if every young learner learned to be a mathematical thinker right from the start. Engaging our students in thinking outside of their egocentric selves, and using the critical thinking and mathematics skills they acquire from even a young age may very well be the catalyst we need to see a nation of change.

Cindy Slater

3/28/2017 04:40:57 pm

I have to agree with so many of the comments about feeling like we give inadequate answers to students questions about using the math we teach in "real life". It's embarrassing and disrespectful to the students I teach to give them those answers. I want what I teach them to be relevant and valuable beyond getting to the next level in math class.
I have to admit that I am more interested in making my students aware of social justice issues than I am of teaching any certain math concept. I think if we can use the math as a tool to promote awareness and individual change in students, that we , as educators, have made a true and worthwhile change in our world. In the U.S., now more than ever, we need intelligent and compassionate thinkers that can bravely face and solve our future world's problems.

Brian Thornley

4/4/2017 11:55:56 am

I agree we need to tell them why we are teaching them certain concepts. Part of the issue is the 1950's/1960's school model for mathematics. We are teaching towards Calculus(at least high school class progression) which was a result of the space race. We needed more engineers, well we still need engineers, but that model doesn't fit everyone. If we focused on a path to statistics we would be creating generations of students who see the value in the number and what it can mean when applied to any situation.

Clara Manso

3/28/2017 04:41:32 pm

I really feel that if we have our students changing the question " when will I ever have to us this?" to " When will your mathematics understanding intersect an opportunity for meaningful change?" can be really useful l in having them see the power of math.

Just like many adults, most teenagers will be more open to engage and participate in learning about things that will affect them personally. They will also have to do some reflection to decide what is truly important to them. ( added bonus )

Sasha Friedman

4/28/2017 03:34:19 pm

I absolutely believe that students should learn how to properly interpret statistical results and learn the critical thinking skills to evaluate the methodology of how the data was collected and what questions were truly answered by the study design and data collection process. Furthermore, students need to learn critical thinking skills to not make mental mistakes including falling for: correlation does not equal causation, Simpson's Paradox, the Ecological Fallacy, among others. Peace.

Elena Bertrand

6/16/2017 12:06:30 pm

You bring up some great points about how students need to be able to appropriately interpret statistical data and critically consider the validity of results. This will help to create a more informed generation of learners.

6/16/2017 12:03:53 pm

Twenty years past high school, most adults won't remember synthetic division or how to find a derivative, but hopefully they will remember how to reason logically and use their knowledge thoughtfully to answer difficult questions. Being able to think critically about information they hear and ask the right questions to get the fully story is vital for a functioning society.

Allison Collins

4/20/2019 05:54:20 am

I find the connection to, as Elena put it, a "functioning society" to be the one I want most to explore with regards to this topic. I teach PreCalculus which is a class full of rich critical thinking and problem solving, but I struggle with giving my students a great way to apply their knowledge that is meaningful for them. I love that a new connection I could make could involve a greater societal good. I want to delve further into that way of viewing my class and mathematics in general.

In addition to the greater societal good, I also felt strongly about the reference early in the blog post to the connection between exposure to advanced levels of algebra and a person's ability to be successful. Even though these successful people may not be solving equations on a daily basis, the skills they learned to approach a problem and find a solution are the foundation of that success. The more our students can actively believe in that connection, the better for both them as learners and us as teachers.

Jessica S

10/23/2017 09:18:48 am

I probably get the, "When will we ever use this in the real world?" question every day in mathematics. Sometimes, I cannot really think of an answer for them. Exposing students to social justice problems will help answer that question, and it will get students interested in the mathematical content that they are learning. It also teaches students how to problem solve and how to analyze data to support a claim.

Mindy H

12/14/2017 01:38:20 pm

I think a lot of people have already mentioned this, but I often tell my students that they may not use the specific concept being taught in class (like factoring and rules of exponents) but just taking math (especially higher level math) is really increasing their critical thinking and problem solving skills. These are skills that will help them in life and make them smarter people.

12/27/2017 10:46:35 am

I don't think there is a teacher in the world, mathematics or otherwise, who hasn't heard the question, "When will I ever use this?" Social Justice issues seem a perfect way to provide answers to that question -- they affect everyone from one angle or another. Sometimes I tell my students that some of what they are learning in math can be compared to a football or basketball player who participates in physical conditioning. Sure the player is not going to use those particular skills in a game, but they prepare the body for the rigors of competition. In the same way, these mathematical skills are preparing the mind for the rigors of life and logical, rational thought. I am looking forward to exploring social justice issues in my classes. I think it will be an eye opener for my students and me.

Matthew

4/2/2018 06:41:17 am

The question of "When will I use this?" is taken care of in a social justice math setting. If we are building students to be well-rounded global thinkers then having them work on problems that deal with fair wages, fair trade, clean water, hate crimes and the math and the issues that go with those kinds of issues helps build the types of people who are aware of what is going on around them. If they aware, then they have shot in understanding and taking action in those things they believe that need to changed in a positive manner. We can give them the tools to plan, think, trouble shoot and consider others. Instead of solely reacting.

Robert Moulton

6/15/2018 01:19:42 pm

THE MOST COMMONLY ASKED QUESTION IN MATH! When will I use this? As most people responded, we answer with the jobs that are used. I love the idea of explaining some of the social injustices in the world and asking how they will fix them. Down it use numbers, measurement, data, pattern, change, function, stats, etc.?
There are so many injustices as far as race in our world. Many people are not given the same opportunity creating an imbalance in schools and society. We are the cause of these injustices. How can we see this? How about through MATH!? I usually try to explain that the specific topic may not be directly used , but it is more about the analyzing, logical, evaluating skills that they learn. That is the same idea as the social injustices, but I need to just give them direct issues. The students are not as satisfied when knowing that they are learning the skills necessary for life. Unfortunately, this is not enough for them.

Mike

7/31/2018 12:42:30 pm

I love the comment about how math can and should be used for equity. I teach in a school where in one class I will have students who live in million dollar homes with students who are on free lunch.
By integrating these ideas you can have students become much more involved in the world around them and will see the link between math and the world as a whole. With this they will begin to work together as our students work to improve the world around them.

Carly

5/3/2019 07:11:54 am

This morning, I was reading the results of recent high school graduates and it is always interesting to see their comments. One comment that stuck with me, especially in light of this article, was the comment that we need to teach about diversity and the world outside of the bubble of the homogenous HS where I teach. Between that comment and this article, it really stresses the importance of including showing how numbers can lend themselves to discussions in a seemingly "black-and-white" course.

This is an area that I struggle with in my own classroom. Sure, looking at different populations for exponential growth lends itself more to looking at some real data more than asymptote rules, but I would like to be able to use this article to guide more of my teaching.

Eric

5/22/2019 05:41:19 pm

Carly,
Unfortunately sometimes you just have to teach asymptotes. If you try to tie every single topic of every single day to this social justice idea you may have a lot of trouble. Instead, maybe try to think of the big picture and overarching themes of the unit you are on. Perhaps the asymptote is just an asymptote, but the rational functions you are using might relate to the differences in the rate of acquiring tetanus between geographical regions, or different races, etc.

Jamie P

7/21/2020 01:23:43 pm

Admittedly, I laughed out loud when I read "sometimes you just have to teach asymptotes"... You are so right! I have found the most success in using real world type issues as a culminating assignment. Some issues lend themselves beautifully to certain topics, but you are correct... sometimes you've just got to teach the concepts.

William Forney

6/17/2019 08:03:43 am

Carly, I can identify with your struggles. While we as math teachers always desire for our students to be able to apply the mathematics that we teach to real-world problems, sometimes we have to come to terms that not every lesson will necessarily be immediately applicable. Sometimes, what we are doing is teaching foundational skills that will be built upon later in students' mathematical development.

Eric C

5/22/2019 05:33:31 pm

To be honest, all I needed to read here was the final part. I have heard the timeless question from a lot of kids: "when will I ever need this?" The answer I usually give seems so outdated and insufficient after having read this article. The entire concept that learning mathematics could give a student the ability to advance some sort of meaningful change is quite powerful. Although I plan in the future to adapt this into my answer, I am skeptical of how it will be received without some specific examples to get the point across. I assume by the end of this class, I will have a better idea on how to do that.

6/17/2019 07:57:10 am

I've been teaching for 25 years, and to be honest, I used to get asked the "when will we ever use this?" question a lot more than I do now. I teach 8th graders, and I find them to be much less inquisitive than they used to be. Sadly, I think this is largely a result of the depressed socioeconomic conditions of the community. A large percentage of my students don't seem to be growing up with family expectations of achieving beyond their current situations. Mathematics is the great gatekeeper. But it's not fair for me to expect the 13-year olds that I teach to understand why it is so important to develop mathematical literacy. I have to make sure that I teach them this importance. And I think we have entered a time where social justice issues provide math teachers with a real opportunity to make mathematics relevant to students in ways never before possible. I am hopeful that this course will help me to see some concrete examples of how I can do a better job here.

Andrew Mashhour

10/1/2019 10:27:48 pm

Many students ask when am I going to use this in real life. When I was teaching basic math, I always tell them how about when your at the grocery store and need to estimate the price of few items you're going to purchase? Also, how do you know you are getting the right change? In these times students are so dependent on their calculator on their phone. I really like the response in the article, "Oh you mean when will your mathematics understanding intersect an opportunity for meaningful change?"

Luong Ho

12/2/2019 07:08:41 pm

In order to teach math to students today, teachers are challenged to find new ways to motivate and connect their students to the content. We really need to find ways to make the subject relevant to their lives. A story problem that ask students how much distance a train travels in one direction compared to another just doesn't relate anymore.
Teaching social justice is a good way to engage students with the material in a way that matters to them. Yes it requires more work by the educator to research issues that they care about, but that effort will pay off in the classroom with engaged students who see how they can use math to make an impact in the world.

12/30/2019 08:34:27 am

I like the metaphor that "math is a tool", but I like to think of it as a building block. Math is the building block that all of the other sciences are built on - biology, chemistry, physics, technology, and engineering all require math. Even the social sciences such as psychology, anthropology, and sociology, use mathematical applications, like you said, to "make sense" of why we think and act the way we do. With that perspective, it is easy to see why math is critical no matter what vocation one chooses.
Teaching math with social justice, looks at each of these applications and asks the bigger questions of equity and inclusion. It's not just about being able to calculate cost in a grocery store, it's about asking where are the grocery stores and does everyone have access to healthy food at affordable prices?

Matt

2/28/2020 09:44:31 am

I think mathematics can be tool to help make sense of things that happen in our world that may be hard to explain or justify. Even though students may not see the connection to where they will need a particular skill in the "real world", the struggle and the work put in will help them become successful later on and maybe be a tool used to promote positive change.

Kendra Bolen

3/24/2020 10:19:58 am

This article brings up some amazing points. I love that it makes you think about what you are teaching in your classroom. It says in the article that we need math to help us put events and trends into perspective. I had never thought about it this way before. I normally use the data that I find in math books, the students always say this is so unrealistic. I completely agree with them, I should be looking more at the data in the news and what is going on currently and with issues we face everyday. Right now using the information from the COVID-19 data would be an amazing discussion and math problem!

Nicholas

4/20/2020 06:28:19 pm

I totally agree Kendra. Since we have switched to "virtual learning", I have been trying to use as much real data from the COVID-19 crisis as possible. I don't want to always discuss the same topics, but this is something that is so current and that having math sense can actually help you understand in way that would be beneficial for public health. The more we can give students real data and problems to think about, the better off they will be.

Janet

4/3/2020 06:42:32 am

I have been teaching first year Algebra for over ten years. I introduce Algebra as the study of relationships or patterns which is something my students have been doing since kindergarten. Relationships are really important for students and the need to incorporate social justice issues into the mathematics curriculum in part stems from our human need to be closer and interact with each other. There is a reason why "social" describes a lot of what we do in today's world. Students want to feel connected to what they are learning and we as teachers need to help facilitate those connections.

7/21/2020 01:14:49 pm

"How many of the above concepts are required to think critically about this issue and understand it? Better yet, how many of these would play a role in any sort of solution to this problem?"

Yes, yes, yes! As educators, we often neglect to come up with current information that is valuable to students. But even when we do, we tend to focus on data that shows there IS a problem. I think we need to switch our thinking twice. One, to look at the data to make students aware of issues. And even more importantly, we need to encourage students in thinking how they can play a role in any sort of solution. We need to encourage them to become problem solvers (in more than one way!).

Emily Higgins

7/21/2020 02:00:47 pm

I am amazed at how well this blog post has aged. Today (July 2020), I listened to a news report on how themes of social justice need to be added to school's curricula. Police brutality, systemic racism, and the environment are becoming regular dinner table conversations. Students are already having these conversations based on what is happening around them. As math teachers, we can guide students to look at these problems logically and methodically. We can help them understand that it is not hopeless. Solutions are possible. I always tell my students to "find the pattern". Students can and should "find the pattern" of inequities around them. I only wish I had read this sooner!

Jamie Deppe

8/4/2020 10:02:17 am

I am interested in highlighting social justice issues in both mathematics and my debate elective. After teaching middle school humanities (English and history) for over 15 years, I've found two incredible truths. One - Tweens and teens love to debate. Two - Most of their arguments are founded in emotion and lack any sort of logos. In leveraging these two truths, I hope to instill a greater use of logic, rooted in mathematics and to inspire my students with real-world issues that transcend how many apples Johnny may have, eat, or sell on any given day. There isn't a single mathematics concept that cannot be taught within the lens of social justice.

Isaac Vescovi

10/27/2020 07:26:41 am

As I was reading this article, before being directly addressed at the conclusion, it brought to mind the question I always receive from students when we're working with abstract concepts: Why do we need to know this?

This article provides not only a wonderful response to the question I am always asked, but an incredible, different way to think about mathematics in general.

My response after reading this article: We learn these concepts so that we can identify problems with our lives and the world, address them, then improve them. These ideas we learn in math are tools that can be used to identify inequality and enhance the world.

It would also be a great idea to always have-on-hand a current, local, real-world problem that requires a concept being discussed in class.

Roy link

12/23/2020 06:42:48 pm

Greatt reading your blog

Sally

3/22/2021 07:21:04 am

I agree that mathematics is about so much more than just the content. it is about teaching students to think and problem solve. I found this very interesting, "The question here is whether it is enough to deliver a rich mathematics instructional program, or whether we should also strive to help students use mathematics in meaningful ways." Our school district is very proud of the school curriculum we use sine it is heavy on problem-based rich mathematics instruction. But this article made me think about whether that is enough. Maybe it is not enough for students to figure out fictitious problems from the curriculum. Maybe they would benefit more if they applied the math to actual current real world problems.

6/1/2021 06:02:37 am

Tying mathematics to social justice issues to help students develop a sense of awareness but also as an evaluative tool is not only common sense but critical to helping students become aware of the world around them, develops critical thinking and allows math to become as intrinsic as spoken language, in the way we communicate. Courses that unify the two are critical in helping communities develop an understanding of their circumstances that surpasses words. The key, however, is having reputable data to analyze. Finding reputable data with students actually helps students become more evaluative when assessing any data. It builds research skills. Projects like those discussed in the article are laying the foundation for a phenomenal transition in the teaching and learning of mathematics. Instead of students asking how will I use this math, they begin to ask how can they use the math to solve systemic issues that directly impact them.

6/1/2021 06:39:51 am

It's true, as a math teacher I always get the question "when am I ever going to use this?", and in my early days of teaching I tried listing off careers that might use math. I, myself, never liked that answer so in the past few years I started explaining the concept of studying math to something they might be experiencing now. I would ask how many students play a sport or an instrument and many hands would go up. I would then ask for that sport how many of you have had to work out in the weight room, or practice the scales for your instrument? Again, the hands would go up. I would then ask, during your sporting event, do you ever stop in the middle of it and bench press? They laugh and say no. So I ask, then why do you bench press? They tell me it makes them stronger. I then say, so you work out in the weight room to develop the muscles that you'll need in the game? That's what we're doing here. We are working on our math skills so that we can strengthen our brain to think critically, and logically, etc. That explanation seems to help them appreciate what we are doing a little bit more.
For those students who are not athletes or do not play an instrument, it might be useful for me to highlight social justice examples when I try answering this question in the future.

Rachel Chioda

7/5/2021 09:52:10 am

I like your idea of using sports practices as a segway to sharing how mathematics helps with logical and critical thinking. I will use that one!

Tim McCormick

8/6/2021 03:35:19 pm

Everything is this world is about relationships, and math shifts the conversation from magic to seeing the strings. The difference between a bank account's interest that you're earning and the credit card balance that you owe is the difference between linear growth and exponential growth. The credit card, if not paid completely each month, is designed to bleed people dry. Yet, in the math classroom, this distinction is made fleetingly, like consumer math is not as important as the symbolic inquiry.

I contend that a huge difference between rich and poor, have and have-not, is based on the education level of the parent(s)/guardians in addition to the classroom focus. This is not so novel an idea, as students who have these ideas repeated at home will perform better because they are additionally educated at home. So, you have this incremental, day-by-day focus on what is important, based upon what your parent or guardian has interest in or does for a living. If the gap between rich and poor falls upon racial lines, which it typically does, then each day that these concepts are not stressed in school causes a rich/poor student gap to form. Add in pulling out students for ELD services and allowing choice to parents who do not value math as an equalizer to this phenomenon just perpetuates the issue.

“Education allows us to subdue our environment rather than be subdued by it.” This is exactly the point. And at what hierarchy of need is the student at. Can they safely think in the construct of education without being distracted by dangers or concerns that subdue their attention? There is a multitude of environmental factors that teachers cannot control, sometimes even in the classroom. But, we can do our best to provide a safe, inclusive environment in the classroom to have these conversations. That is empowerment and should be happening in every math classroom.

Jennifer Jordan

8/8/2021 06:59:40 am

I teach middle school and this is when students really lose interest in math because they no longer see it as useful. In elementary school they learn the basic operations with whole numbers, fractions, and decimals, which they see adults using in their daily lives (cooking, carpentry, money etc.). When they get to 7th grade, suddenly they have formal algebraic equations, which they probably never see adults using. When they lose the relevance of what they are learning, they give up. Middle schoolers are so curious about the world and will readily point out injustice. Keeping them interested in math by connecting it to real world issues that they care about makes perfect sense!

Mathematics that Matters

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