The Precarity of Data Literacy in Mathematics Education

• In Event: Sheraton Roundtable Session Seventeen
  In Roundtable Session: Examining Opportunity to Learn Mathematics From Multiple Perspectives (Table 8)

Abstract

Data has become an integral part of society and culture, and this surge in data prevalence has led to calls to support students’ development of data literacy in mathematics classrooms and to modernize mathematics curricula. Organized around two tensions: the mathematical practices involved in data science are rooted in white supremacy; and data practices are risky to classroom interactions, this conceptual paper aims to interrogate the urgent uptake of data science (and lack of criticality) by unpacking socio-historical and socio-political tensions that teachers need to negotiate when they incorporate data literacy into their practice. Finally I conclude by conceptualizing data literacy as cultural power.

Author

• Lizi Metts, Vanderbilt University
  Presenting Author