A High School Mathematics Class Investigates the Death Penalty

• In Event: 14.031 - The Intersections of Critical Education

Abstract

Critical mathematics education scholars argue that students will construct views of mathematics and societal practices that are less mystified if they engage in mathematical inquiries involving social justice issues. This empirical study, conducted in a high school mathematics classroom, supports their argument. Students contested dominant myths about social equality and mathematics as a result of their mathematical inquiry about the death penalty.

Author

• Anastasia Brelias, Northeastern Illinois University