Home | How It Works | Stats Login | Register         Case: Math and Social Justice! No No! Recently, I read a report in a national magazine on income levels of different groups of people in the US. The report especially featured income differences between males, females and different ethnic groups. Some of the statistics were very disturbing. For example, women holding the same job as men with same number of years in the job made considerably less money in most of the states. Differences between ethnic groups were even more disturbing. I decided to use these data in my math class with my 5th graders in a lesson on graphing. The purpose was for the students to be able to interpret graphs and create graphs using the information provided. Students enjoyed the lesson and learned some social justice lessons. Apparently a lot of my students talked to their parents about what they had learned in class when they went home. I received notes from about 10 parents the next day simply indicating that what I taught in my math class would lead to hatred among my students and that I should not be wasting their children's valuable time. Rather, they suggested, I should teach math with no controversial materials. I completely disagree with them and I plan to use similar materials in my other courses as well. However, my principals asked me to send an explanation to those parents. I know my explanation will not stop the complaints. How should I go about this potentially long battle? Or should I take the short cut simply remove such content from my lessons? Solution: (Rates are posted for this solution!) We always talk about making lessons more meaningful by connecting it to the real life. Students always question about the content in math and ask when they will be using it in real life.This is a perfect example to show the connection.I would also incorporate the reading aspect and ask students to read the article and then graph the statistics.I would make a note in the syllabus, in the beginning of the year, saying that we will apply real life scenarios in class by reading or discussing current articles. Incorporating reading, and making students aware of the current situations will make lessons more real to students. A note in the beginning of the year or during the open house will avoid situations like these in the future.