Using Content in Context to Address Inequities While Teaching Mathematics

Catalog description

We start with a look at how context is used in developing course material, starting with mathematics word problems. We first draw attention to attempts to add context to content. We turn then to activities that are based on content in rich cultural contexts. The focus then moves to mathematical practices, especially justification and mathematical modeling. We end with using mathematical modeling as a tool by which students and we can explore social justice issues and formulate action. We will learn about authentic examples of both mathematics problems and projects for students. We will also consider what it means to have students join with us in choosing contexts and creating mathematics problems. Readings about actual examples created and used by educators in learning spaces are complemented by related research and opportunities to design materials. We call upon educators to share their practice as they write and talk about the activities that they developed and how they have used those activities with students. We will find opportunities to learn powerful ways of using real-world settings in mathematics teaching, to develop mathematics problems and activities that embrace local community and cultures, and to review or preview ideas that are elaborated in your other education and mathematics courses. This course will address key questions about curriculum materials to use in teaching mathematics, such as: How do seemingly uneventful curriculum materials embody cultural biases and give students the message they are not people who do math? How can each and every student see mathematics as relevant to their lives? How can mathematics be used as a tool to understand and address social injustices? How can problems such as these coexist with the prescribed content of school mathematics?