2022 Research in the Capitol

Location

Iowa State House, Rotunda

Presentation Type

Open Access Poster Presentation

Abstract

I taught lessons from the textbook, High School Mathematics Lessons to Explore, Understand and Respond to Social Injustice (Berry et al., 2020) with revisions based on the interests and needs of the students(e.g. food deserts in the Midwest and ACT scores). Three lessons were taught in a statistics course at an urban school in the Midwest, while two other lessons were conducted in a geometry content course for pre-service K-8 teachers at a Midwestern University. Overall, high school students showed growth in their understandings of social justice issues and the uses of mathematics. While college students showed growth in their understandings of social justice issues and the uses of mathematics as well as acquired the ability to make more specific claims.

Start Date

21-2-2022 11:30 AM

End Date

21-2-2022 1:30 PM

Event Host

University Honors Programs, Iowa Regent Universities

Faculty Advisor

Heather Gallivan

Department

Department of Mathematics

Creative Commons License

Creative Commons Attribution-No Derivative Works 4.0 International License
This work is licensed under a Creative Commons Attribution-No Derivative Works 4.0 International License.

File Format

application/pdf

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Feb 21st, 11:30 AM Feb 21st, 1:30 PM

Teaching Social Justice Issues Through Mathematics Curriculum

Iowa State House, Rotunda

I taught lessons from the textbook, High School Mathematics Lessons to Explore, Understand and Respond to Social Injustice (Berry et al., 2020) with revisions based on the interests and needs of the students(e.g. food deserts in the Midwest and ACT scores). Three lessons were taught in a statistics course at an urban school in the Midwest, while two other lessons were conducted in a geometry content course for pre-service K-8 teachers at a Midwestern University. Overall, high school students showed growth in their understandings of social justice issues and the uses of mathematics. While college students showed growth in their understandings of social justice issues and the uses of mathematics as well as acquired the ability to make more specific claims.