Middle School Mathematics Lessons to Explore, Understand, and Respond to Social Injustice - Conway, Basil M.;Id-Deen, Lateefah;Raygoza, Mary Candace
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"If you teach middle school math and have wanted to promote social justice, but haven t been sure how to get started, you need to check out this book. It incorporates lessons you can use immediately as well as how to foster the kind of classroom community where students will thrive. It s the kind of book you ll want to have alongside you to support you throughout your journey."
Robert Kaplinsky Author and Consultant Long Beach, CA
Empower young adolescents to be the change join the teaching mathematics for social justice movement!
Students of all ages and intersecting identities…mehr

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Produktbeschreibung
"If you teach middle school math and have wanted to promote social justice, but haven t been sure how to get started, you need to check out this book. It incorporates lessons you can use immediately as well as how to foster the kind of classroom community where students will thrive. It s the kind of book you ll want to have alongside you to support you throughout your journey."

Robert Kaplinsky
Author and Consultant
Long Beach, CA

Empower young adolescents to be the change join the teaching mathematics for social justice movement!

Students of all ages and intersecting identities through media and their lived experiences bear witness to and experience social injustices and movements around the world for greater justice. However, when people think of social justice, mathematics rarely comes to mind. With a user-friendly design, this book brings middle school mathematics content to life by connecting it to issues students see or experience.

Developed for use by Grades 6-8 educators, the contributed model lessons in this book walk teachers through the process of applying critical frameworks to instruction, using standards-based mathematics to explore, understand, and respond to social injustices. Learn to plan daily instruction that engages young adolescents in mathematics explorations through age-appropriate, culturally relevant topics such as health and economic inequality, human and civil rights, environmental justice, and accessibility. Features include:
Content cross-referenced by mathematical concept and social issues Connection to Learning for Justice s social justice standards Downloadable teacher materials and lesson resources Guidance for lessons driven by young adolescents unique passions and challenges Connections between research and practice
Written for teachers committed to developing equitable and empowering practices through the lens of mathematics content and practice standards as well as social justice standards, this book will help connect content to young adolescents daily lives, strengthen their mathematical understanding, and expose them to issues that will support them in becoming active agents of change and responsible leaders.
Autorenporträt
Basil Conway IV is an associate professor of mathematics education in the College of Education and Health Professions at Columbus State University and serves as the mathematics education graduate programs director. He serves on numerous doctoral committees as both a chair and methodologist. He earned his BS, MS, and PhD. in mathematics education from Auburn University in 2005, 2012, and 2015, respectively. He also completed his MS in statistical science at Colorado State University in 2010.  Basil previously spent 10 years teaching in public middle and high schools before he became a teacher educator. During this time, he also worked as an instructor at a local junior college. Over the past 17 years of service in teaching mathematics and future teachers of mathematics, he has served in various local mathematics education leadership positions and organizations including Transforming East Alabama Mathematics (TEAM-Math), Auburn University's Teacher Leader Academy, East Alabama Council for Teachers of Mathematics, Woodrow Wilson Fellow, National Mathematics and Science Initiative, and A+ College Ready. He has published works related to teaching mathematics for social justice in numerous books and journals and has a special interest in statistics education.  Basil's lens for teaching and student learning draws heavily from Vygotsky's theory of social constructivism in which language and culture play essential roles in human intellectual development. Thus, he believes the co-construction of knowledge is paramount in the development of students' social, religious, and mathematical identities. He believes teachers, parents, other students, cultural norms, and other cultural communicative devices play a critical role in shaping students' knowledge of themselves, faith, and mathematics.
Rezensionen
A wonderful collection of lessons, submitted by teachers, to help students of all ages see topics they care about, and use mathematics as a tool for progress in the world. Jo Boaler Stanford, CA