Civics Education in the Mathematics Classroom: Teaching the Numbers Behind Economic Inequality

• In Event: Teaching and Learning Mathematics for Social Justice

Abstract

While social studies courses may be a natural fit for teaching about economic inequality, mathematical knowledge and ways of thinking are essential to collecting, analyzing, and representing data about economic inequality. This mixed methods investigation draws on a representative nationwide survey of U.S. public school secondary mathematics teachers as well as in-depth interviews to understand the extent to which, how, and why they teach about economic inequality (or do not teach about it). Drawing on Ernest’s (2009) nature of mathematics framework and Westheimer and Kahne’s (2004) civics education framework, this study reveals that mathematics teachers’ approach to teaching about economic inequality is shaped by the kind of mathematician and the kind of informed civic actor they hope students will become.

Author

• Mary Candace Raygoza, Saint Mary's College of California