Mathematics in a Social Justice World: A Statistical Reasoning Unit Investigating Modern-Day School Segregation
It is no secret that our daily lives are full of mathematical concepts and skills. Taking it one step further, many social justice issues are rooted in mathematical research and data. This idea should be the center of the mathematics classroom. According to Crystal Watson, a math teacher from Cincinnati City Schools District, we need to incorporate these social issues into the classroom because the “lack of opportunity to explore, learn, and master mathematical concepts keep out students, families, and communities oppressed (Watson, 2020)”. This is a fully functional, ready to use, digital mini unit over 7th grade statistical reasoning using the GAISE Model to investigate the topic of modern-day school segregation, fueled by the essential question, “do all students in America receive the same quality of education?” The mathematical standard motivating this unit is 7.SP.2 “broaden statistical reasoning by using the GAISE Model.” The four steps of statistical reasoning are (1) formulate a question, (2) collect data, (3) analyze the data, and (4) interpret results. The summative assessment for the unit asks the students to follow the 4 steps of statistical reasoning while investigating data from the ProPublica “Miseducation” database to research modern-day school segregation. Each lesson requires the students to work on one of the 4 steps through a variety of whole class, small group, and independent work.
Middle Childhood Education
Dr. Debra Gallagher
First Advisor Department
Dr. Christina Miller
Second Advisor Department
Mathematics and Statistics
Alberts, Zoe, "Mathematics in a Social Justice World: A Statistical Reasoning Unit Investigating Modern-Day School Segregation" (2020). Honors Projects. 558.