Bringing Math and the Real World Together

-Anish Nagireddy

anish's efn299 site info

^ Google Docs version of project for easier access.

To Source 1

Lucey, Thomas A., and Madalina Tanase. “Making Learning to Problem-Solve Count: Critical Use of Mathematics to Bring about Social Justice.” Multicultural Education, vol. 19, no. 4, June 2012, pp. 8–13. EBSCOhost, https://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1014881&site=ehost-live.

HOW TO APPLY BASIC MATH TO THE ‘REAL WORLD’

Pedagogy:

Engage students in mathematical discussion by infusing elements of social agency and financial literacy into traditional problem solving, moving away from the notion that mathematics is a fixed discipline with no real-life applications.
Encourage the idea that mathematics is connected to other content areas, stress its importance to becoming a more informed citizen, and establish mathematics not as a route for employment but as an analytical tool capable of interpreting community issues in equitable ways.
When teaching lessons involving mathematical reasoning, apply those skills in contexts that can find critical solutions for actual societal issues as much as possible.
Move away from routine textbook dependency and more towards social issues that affect everyone in the classroom, such as through financial literacy, to address all students.
Foster a safe environment of learning where cultural contexts are not ignored and the critiquing of false narratives is celebrated.
Have students work collaboratively when researching and solving problems while the teacher takes a more passive role in specifying endpoints and providing support.

(One Possible) Implementation:

Begin by having the instructor re-contextualize how mathematics can be use through a series of guided examples of ‘real-life’ math problems for data relevant to children while teaching the mathematical skills necessary for upcoming social justice classwork.
Set firm class expectations about how respectful discussions of social issues should be handled and encourage students to be open with each other and their instructor
Have students form relatively small groups and decide the social topic they will be conducting a mathematical analysis of (from a predefined list, with included datasets)
Assign work that both tests content knowledge and open-ended interpretation that is completed under teacher guidance and may be presented briefly to gather perspective.
Debrief the students by having them fill out reflective surveys about their experience and reassure them that the expected core math content is still being taught.

To Source 2

Gutiérrez, Rochelle. “Risky Business: Mathematics Teachers Using Creative Insubordination.” North American Chapter of the International Group for the Psychology of Mathematics Education, Nov. 2015. EBSCOhost, https://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED584302&site=ehost-live.

HOW TO QUIETLY REBEL WITH MATH IN THE ‘REAL WORLD’

Pedagogy:

Know that advocating for meaningful mathematics may involve a number of different risky conversations, such as discussions with other teachers and curriculum inclusion that a teacher must be mindful of when attempting to evoke lasting change.
Be careful with language and context when determining whether taking any teaching practice risks outweighs the anticipated reward of affecting someone else’s beliefs- especially in delicate power dynamics where dismissal is likely.
Make sure to project an identity that signals things about oneself that they can be proud of and defend when engaging in unknown risk for personal beliefs in everyday classroom situations as well as active mathematics lessons.
Model social justice activism that bystanders (students, colleagues, etc.) can follow, even when unsure of your own position, to help others make a change using your position.
Do not just follow the status quo but take an active stance against it in order to offer an incentive for others to speak with you.

(One Possible) Implementation:

When entering conversations where it is known that you have reason to act against the norm and challenge expectations, such as class curriculum discussions, prepare your intended tone, stance, and position to make points less politicized and disagreeable.
Immediately establish to the class what will be expected of them that might not be what they are used to from prior teachers and that these new expectations will be enforced.
Engage in community-based activism for the students’ interest and reference it in math class to subtly help them be aware of how they can similarly advocate with their instructor’s support, leaning into others’ assumption that math is unbiased.
Before sharing ‘unpopular opinions’, check whether their delivery properly conveys the specific identity that one wants to convey to their school and adjust accordingly.
Inform students that they will always have support even against other administrators but that there are always multiple ways to convey perspective to others.

To Source 3

Jung, Hyunyi, and Sarah Brand. “Student Actions for Social Justice-Oriented Mathematical Tasks.” Mathematics Teacher: Learning and Teaching PK-12, vol. 114, no. 5, May 2021, pp. 378–85. EBSCOhost, https://search.ebscohost.com/login.aspx ?direct=true&db=eric&AN=EJ1295390&site=ehost-live.

HOW TO MOVE STUDENTS WHILE REAPPLYING MATH TO THE ‘REAL WORLD’

(Has an example with budgeting a homeless shelter)
Pedagogy:

First, interpret the problem and the underlying social justice issue, which may involve having a multimedia introduction and a discussion regarding causes.
Second, plan approaches to deal with the problem that encourage initial planning and thinking about what a solution to the problem would have to entail in the real world that covers the scope of the mathematical class activity and encourages creativity.
Third, mathematize the situation and have students think about the problem from this frame collaboratively using one mathematical technique and real-world implications for each decision made during discussion so there is no open-and-shut solution.
Fourth, validate worked solutions against the constraints given by the problem to have students think deeper about whether potential solutions are the best possible and why.
Fifth, apply the class’s final solutions directly back to the social justice context by having them present their findings and reflect upon the problem in a class discussion.
Let students know that this reframing of math can be used as an instrument for service in the future as well and reinforce the lessons learned with practice.

(One Possible) Implementation:

Prepare a nuanced introduction to an age and community-appropriate social justice issue that considers the origin of the problem and involves videos, data, articles, and/or photos.
Have the students understand classroom expectations will be upheld and that the teacher will only monitor during the preliminary discussion, preferably through guidelines agreed to by the class during the beginning of the year and a series of unassuming questions.
Work backwards when transforming an ordinary purely mathematical problem requiring the course’s problem-solving technique into one that is connected to the issue and where there is no right answer as the most efficient solution isn’t necessarily the most suitable.
Take a secondary role during small group work, having mandatory open-ended sections during the class assignment for the group to pause and discuss with each other and incentives for every student to be equally involved.
Debrief students about their experience via an anonymous form to ensure that everyone is on a good page after the class ends and make it clear that this work form will continue on.

To Source 4

Voss, Richard, and Tony Rickards. “Promoting Students’ Self-Directed Learning Ability through Teaching Mathematics for Social Justice.” Journal of Education and Practice, vol. 7, no. 26, Jan. 2016, pp. 77–82. EBSCOhost, https://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1115850&site=ehost-live.

HOW TO HAVE STUDENTS USE MATH TO RESEARCH THE ‘REAL WORLD’ THEMSELVES

(Has an informal example with looking into food prices)
Pedagogy:

Before allowing students to engage in self-directed learning, take a moment to assess their current levels of comfort in this new form of math class and introduce the issue personally- take on a guiding role that encourages students to talk with their teacher.
When having students form groups (or choose not to), be aware that both mathematical ability and student confidence play a role in participation and adjust groups so that this issue can be mitigated as much as possible while allowing students to enjoy their work.
When conducting a task engaging math students with social justice, prepare for students’ collective ability to participate as self-directed learners to fluctuate based on the activity being asked of them by having them hit various milestones during class activities.
Give students freedom with their topic selection and research methodology, but have them model their results intuitively via a method like a graph or table before moving on.
Provide topics and materials (data) that have multiple different interpretations at the micro/macro levels but have similarity and can be interesting for students to investigate.

(One Possible) Implementation:

Establish to the students very early on that their next in-class activity will be student-directed and that different classroom expectations will be required, then answer follow-up questions from students regarding what that will mean.
Introduce the assignment as a long-term assignment that can be done individually or in groups (hint towards the latter) and has a checklist of teacher approved milestones that will be conducted during a portion of class time over a timeframe of a few weeks.
Reference the checklist of steps needed to complete the project (form group, pick topic, show data/subject of interpretation, pick methodology…) with an accompanying diverse set of example projects and be open for questions from students.
Encourage students to select their groups and topics with care and emphasize that in order to move on with the project, guided discussions will be held about the social issue.
Hold a class where students have the opportunity to briefly and informally present their projects to their class, followed by a reflection period.

To Source 5

Kokka, Kari. “Addressing Dilemmas of Social Justice Mathematics Instruction through Collaboration of Students, Educators, and Researchers.” Educational Considerations, vol. 43, no. 1, Sept. 2015, pp. 13–21. EBSCOhost, https://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1084074&site=ehost-live.

HOW TO HAVE STUDENTS USE MATH TO RESEARCH THE ‘REAL WORLD’ THEMSELVES

Pedagogy:

Use mathematics to empower those marginalized, actively offer advanced mathematics options to all students, and construct a shared classroom space in order to teach equitably.
In order to meet student success standards for Social Justice Mathematics and formal educational goals, work with students and colleagues equally to progressively develop a plan that helps reach goals set by standardized testing, etc. without compromising identity in a Eurocentric curriculum discouraging projects.
Decide the curriculum in conjunction with each year’s students’ unique interests and prepare beforehand by looking through creative examples and pedagogical technique methodology while allocating planning time and focusing on level-appropriate math.
In order to possess sociopolitical consciousness and teach students of different backgrounds, develop a deeper understanding of students’ lives and community members.
Promote the mathematical contributions of diverse groups of people in classroom settings.

(One Possible) Implementation:

Make it clear that you intend on including all of your students, regardless of identity, and regularly highlight during lectures how math is not just a subject by and for white men.
Establish a mini-project structure of math for social justice topics and connect each project back to how it will help further formal educational goals.
Be engaged in the students’ community events, reach out to their parents, learn about this community’s living style, and research the history and makeup of the district to better advocate for their children as a teacher.
Schedule dedicated planning periods with students and trusted colleagues to plan out mini-projects that students will engage with properly and corresponding to the course and make these sessions open for anyone to join in.
Research student interests and relevant social justice issues through independent research as well as word-of-mouth.
Do not be afraid to ask for help with any complications with the SJM curriculum!

Thanks for reading my project! If you want to lean more, I suggest looking through relevant supplemental videos. Here's a useful resource for further research:

Jonathan Osler | RadicalMathCurated by educational leader Jonathan Osler, RadicalMath empowers STEM educators to address issues of social and racial justice in math classrooms. RM is a hub for curriculum, resources, and professional development opportunities.

Sources are MLA cited, each work cited is next to the button linking to the source.

(the formatting got messed up a bit in transit)

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