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

Robert Q. Berry, III, Ph.D. is President-Elect of the National Council of Teachers of Mathematics (NCTM) and is an Associate Professor of Mathematics Education at the University of Virginia in the Curry School of Education with an appointment in Curriculum Instruction and Special Education department. His research focuses on equity issues in mathematics education, with a particular focus on Black boys Berry has published nearly 100 articles, book chapters, and proceedings. His articles have appeared in the Journal for Research in Mathematics Education, Journal of Teacher Education, American Educational Research Journal, Mathematics Teaching in the Middle School, Teaching Children Mathematics, and others. He was on the writing team for NCTM’s landmark publication Principles to Actions: Ensuring Mathematical Success for All (2014).

John W. Staley is the Director of Mathematics PreK-12 for Baltimore County Public schools, Maryland and recently completed serving a two-year term as President of NCSM. He truly believes that ALL students can be successful in mathematics. Dr. Staley taught middle and high school mathematics in private and public-school settings in Pennsylvania, Virginia, and Maryland and has also served as an Adjunct Professor at George Mason University, Loyola University, UMBC, and Morgan State University.

Basil Conway IV is an assistant professor and teacher educator at Columbus State University. He previously taught middle and high school mathematics for ten years, ranging from 7^th grade mathematics to Calculus and Statistics. He has also taught statistics and introductory algebra courses at junior colleges and served his last two years as a mathematics teacher educator at Jacksonville State University. He has recently published The Common Core Mathematics Companion: The Standards Decoded, High School . His work is in statistics education, mathematical empowerment through effective teaching practices, and student opportunity-access to rich mathematics.

Brian R. Lawler is currently an Assistant Professor of Mathematics Education at Kennesaw State University. Previously, he was an Associate Professor at California State University San Marcos and a high school mathematics teacher. Across this time span, he has worked with middle and high school teachers, schools, and districts to implement equity pedagogy in mathematics courses. Brian currently is directing a multi-institution research program to address equity, diversity, inclusion, and social justice issues in the preparation of secondary mathematics teachers.