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!) I think what you did is called-- an integrated lesson! I love to do this especially as a middle school teacher-- I have 2 areas of certification and I like to combine the two, and add in literary aspects (math I use where needed! :)) so that I may reach all students easier, peak an interest somehow, or make a real-life correlation (or simply relatable) in a means to effectively reach each student. That said, before you just give up I'd meet with the principle and tell them your ideas for the future. Bring actual stats you plan to use, bring them relevant events you plan to focus on and get their take. See if you all can find a happy medium or half-way point and then from there write the letter to the parents. Tell them why you used the info you did (real-life relevancy, etc.) and then provide the itinerary of the data that MAY be used in the future (the list you and admin came up with). Leave your email for them and encourage them to be in touch with questions or concerns. Lastly, if some students aren't allowed to use that data you could provide 3+ varieties of data problems and simply provide differentiation via choice board (except they'll have to choose between 2 of the 3 items provided.)