Opportunities in Social Justice Mathematics Curriculum: Analyzing High School Algebra Lessons

• In Event: What and Whose Stories Are Told in Mathematics Education and Toward What Ends?

Abstract

This paper describes the opportunities for students in social justice mathematics (“SJM”) curricula designed for high school algebra students. We looked for opportunities for students to make sense of intersectional identities, take political action, and experience rich and expansive mathematical activities. Across 16 lessons, a majority have a strong emphasis on middle school, early-sequence linear functions, and statistics content. Additionally, the social action available to
students within the classroom setting tends to be more on understanding contexts and less on using
mathematics as a catalyst for identity attunement and community change. With these results, we
make recommendations for future development of SJM materials that offer a wide spectrum of
opportunities, designed in collaboration with local communities.

Authors

• Erin Barno, Boston University

• Leslie Dietiker, Boston University