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Mathematics as a Tool for Critical Thinking about Social Justice

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Mathematics as a Tool for Critical Thinking about Social Justice. Jesse Bergman, Upper Grand DSB [email protected] Anthony Persaud, Peel DSB [email protected]. Agenda. Social Justice – Modifying the Curriculum Grade 4 Grade 7 Grade 10 Why Do Social Justice? - PowerPoint PPT Presentation
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Jesse Bergman, Upper Grand DSB [email protected] Anthony Persaud, Peel DSB [email protected]
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Page 1: Mathematics  as a Tool  for  Critical Thinking  about  Social  Justice

Jesse Bergman, Upper Grand [email protected]

Anthony Persaud, Peel [email protected]

Page 2: Mathematics  as a Tool  for  Critical Thinking  about  Social  Justice

Social Justice – Modifying the Curriculum1. Grade 42. Grade 73. Grade 10 Why Do Social Justice?1. Connections2. As a Way of …How to Do Social Justice1. Lessons2. Organization3. Implementation4. Cognitive DissonanceSocial Justice Examples1. Assignments2. Topics from Lessons3. Student FeedbackParting Thoughts

Page 3: Mathematics  as a Tool  for  Critical Thinking  about  Social  Justice

Grade Four CurriculumSample problem:If you wake up at 7:30 a.m., and it takes you 10 minutes to eat your breakfast, 5 minutes to brush your teeth, 25 minutes to wash and get dressed, 5 minutes to get your backpack ready, and 20 minutes to get to school, will you be at school by 9:00 a.m.?

Sample problem:COMPARE your morning schedule to that of a child your age in a different country. DESCRIBE some of the timing differences you might expect.

Page 4: Mathematics  as a Tool  for  Critical Thinking  about  Social  Justice

Grade Seven CurriculumSample problem:

At Andrew’s Deli, cheese is on sale for $11.50 for one kilogram. How much would it cost to purchase 150 g of cheese?

Possibilities:• Income and poverty• Food production – buy local?• Consumerism• Access to goods and services

Page 5: Mathematics  as a Tool  for  Critical Thinking  about  Social  Justice

Grade Ten Academic CurriculumThe Triangular Slave Trade can be

modeled as a triangle with the following distances:England (E) to Africa (A) 4960 kmUnited States (U) to England (E)6400 kmAngle UEA was measured to be 85°

E

A

U

The wealth from slavery helped to make England into a world power. During the trip from Africa to the United States, what is the closest distance that a slave ever got to England?

Page 6: Mathematics  as a Tool  for  Critical Thinking  about  Social  Justice

WHY DO SOCIAL

JUSTICE?

Page 7: Mathematics  as a Tool  for  Critical Thinking  about  Social  Justice

SOCIALJUSTICEconnections

Broaden World View Build

Confidence

Share Ideas

Global IssuesEnrichment

Local Actions

Critical Thinkin

g

Page 8: Mathematics  as a Tool  for  Critical Thinking  about  Social  Justice

• Not just talking about topics, but as a way of organizing your classroom and encouraging students to discuss with each other• Connecting to broader topics – have a broad world view• Exploring students’ interests – no topic should be avoided , even if it is not directly related to a progressive cause or helping humanity• Relating concepts to mathematics without concern as there is support from administration• Creating critical thinking and global awareness – create a space for students to comfortably and securely talk about their feelings

Turn to the person beside you : Why do you want to do Social Justice; and why are you at this presentation?

Page 9: Mathematics  as a Tool  for  Critical Thinking  about  Social  Justice

HOW TO DO SOCIAL JUSTICE

Page 10: Mathematics  as a Tool  for  Critical Thinking  about  Social  Justice

Students Want to…

Share their opinions

Learn about the

world

Learn new things Have flexible

conversations with their

peers

Teachers Want to…

Connect topics to the math

curriculum

Allow Dynamic

conversations

Prevent domination

Prevent inappropriate comments

Page 11: Mathematics  as a Tool  for  Critical Thinking  about  Social  Justice

We’ll now look at some examples. Keep these structural decisions in mind as you develop what SJ will look like

for you.

Page 12: Mathematics  as a Tool  for  Critical Thinking  about  Social  Justice
Page 13: Mathematics  as a Tool  for  Critical Thinking  about  Social  Justice
Page 14: Mathematics  as a Tool  for  Critical Thinking  about  Social  Justice

Hurricane Strength Over Time

0

1

2

3

4

5

6

7

8

0 1 2 3 4 5 6 7

Years (1971 - 2005 in 5 year blocks)

Num

ber o

f Hur

rican

es st

reng

th 3

or m

ore

Page 15: Mathematics  as a Tool  for  Critical Thinking  about  Social  Justice
Page 16: Mathematics  as a Tool  for  Critical Thinking  about  Social  Justice
Page 17: Mathematics  as a Tool  for  Critical Thinking  about  Social  Justice

In this math problem it show me that even with the same information you can present it in different ways and there both right. This problem made me think outside of the box because I never thinked this way.

How was math used to influence the way that you think about this problem?

Math helped me realise that our world is in way over its head. It helped me to realise that our society is in get need of a change because if we continue on the road that were on with all our pollution use as the next generation and the many more to come well have a problem. When we try to fix everything our past generations have done to increase the changes of more hurricanes and natural disasters.

Page 18: Mathematics  as a Tool  for  Critical Thinking  about  Social  Justice
Page 19: Mathematics  as a Tool  for  Critical Thinking  about  Social  Justice
Page 20: Mathematics  as a Tool  for  Critical Thinking  about  Social  Justice

“Sir, we know that isn’t a real article.”

“We don’t know how much it might costto move to Jamaica so don’t complain.”

“$10 000 wouldn’t stop a gang.Gangs have more than that.”

Page 21: Mathematics  as a Tool  for  Critical Thinking  about  Social  Justice
Page 22: Mathematics  as a Tool  for  Critical Thinking  about  Social  Justice

SOCIALJUSTICE

EXAMPLES

Page 23: Mathematics  as a Tool  for  Critical Thinking  about  Social  Justice

• When asked, students eagerly added their own SJ to their final projects – create and solve a question from your unit.• In groups of 4 – 10, get final projects photocopied package.

• Think and reflect in your groups:1)Do any of these give me an idea for SJ in my class?2)Could I adapt any summatives in my classes?

Page 24: Mathematics  as a Tool  for  Critical Thinking  about  Social  Justice

Handouts of SJ topics1)Discuss the topics you like.2)Extend them to ideas for you own class.

Page 25: Mathematics  as a Tool  for  Critical Thinking  about  Social  Justice

Q: Things You'll Remember and Why / If there was one thing you would never want Mr. Bergman to change, what would it be and why:A: Social Justice, because…

"Learned about

important issues of the

world."

"Made the class more enjoyable.”

"I feel it is important."

"Interesting, fun."

"Best part of my day."

"Really was fun and learned a lot."

"I found it very interesting and it made math more fun for me."

"Learned alot about the world and myself."

"It makes class interesting."

"Was interesting to know."

"It usually connected to the material we learned in the lesson which made it easier for me to connect what we were learning to real life, making what we learned feel more important."

"It was a fascinating real life application for mathematical concepts."

Page 26: Mathematics  as a Tool  for  Critical Thinking  about  Social  Justice

Contact Jesse: [email protected] Tony: [email protected]

Website: http://mrbergman.pbworks.com -> Social

Justice

Other references:Social JusticeMath That Matters – David StockerEdugainsStatistics CanadaeInstructionMCV4U Social Justice Portfolio


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