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# Mathematics and Social Justice

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## Chloe Drummond

on 19 October 2014

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#### Transcript of Mathematics and Social Justice

Mathematics and Social Justice
Chloe Drummond (10190471) Fabian O'Halloran (08035024) Tim Mclay (11067867) Lorin Sigvertsen (11111367)
Mathematics and Social Justice
(Thompson, 2007)
Activity One

How much food do we waste every day? Conduct a statistical inquiry into the amount of food we waste on a daily bases.

Level 2: Mathematics and Statistics

Statistics, Statistical Investigation
Conduct investigations using the statistical enquiry cycle”
posing and answering questions;
gathering, sorting, and displaying category and whole-number data;
communicating findings based on the data
Picower's Framework (2012)
Element 3: Issues of Social Justice
Element 4: Social Movements and Social Change
Activity Two
How many children could you feed for the price of a \$2 million wedding?
In groups decide what the average cost to feed a child for a day would be in Africa.

Level 2: Mathematics and Statistics
Number knowledge
Know basic multiplication and division facts.
Know counting sequences for whole numbers.
Know how many tenths, tens, hundreds, and thousands are in whole numbers.
Know fractions and percentages in everyday use.
Picower's Framework (2012)
Element 3: Issues of Social Justice
Element 4: Social Movements and Social Change
Activity Three

Find out what percentage of money from charities goes to the people who need it?

Level 4: Mathematics and Statistics

Number and Algebra: Number Strategies and knowledge
Understand addition and subtraction of fractions, decimals and integers
Find fractions, decimals and percentages of amounts expressed as whole numbers, simple fractions and decimals.
Picower's Framework (2012)
Element 5: Awareness Raising
News Article
http://www.3news.co.nz/tvshows/campbelllive/lunchbox-differences-in-decile-1-and-decile-10-schools-2012091016
Activity One

Activity Two
Activity Three
Conduct a statistical investigation around the amount of food each person has for lunch. Then compare the classroom results to the results shown in the news article.
Level 2: Mathematics and Statistics

Statistics, Statistical Investigation
Conduct investigations using the statistical enquiry cycle
posing and answering questions;
gathering, sorting, and displaying category and whole-number data;
communicating findings based on the data
Picower's Framework (2012)
Element 3: Issues of Social Justice

Using the information from your statistical inquiry into school lunches, use probability to apply this information to a larger population.
Level 3: Mathematics and Statistics

Statistics, Probability

• Investigate simple situations that involve elements of chance by comparing experimental results with expectations from models of all the outcomes, acknowledging that samples vary.

Picower's Framework (2012)
Element 3: Issues of Social Justice
Picower's Framework (2012)
Element 3:
Issues of Social Justice
Element 4: Social Movements and Social Change
Level 4: Mathematics and Statistics

Number and Algebra
Number Strategies and Knowledge
Find fractions, decimals, and percentages of amounts expressed as whole numbers, simple fractions, and decimals.

If you had to live on \$2.25 a day for five days, how would you spend your money and what would you eat?
The results showed...
Decile 10 (24 Students)
23 students had breakfast
All 24 students had lunch
22 students had fruit

Decile 1 (27 Students)
21 students had breakfast
None of the students had fruit

-relates to the students lives
-real life issues in society
-critical discussions
Bartell, T. G. (2011). Learning to teach mathematics for social justice: Negotiating social justice and mathematic goals. Retrieved from www.nctm.org/uploadedfiles/journals_and_books/.../bartell.pdf.

Keane, P. (Producer). (2012, September 10). Campbell live, Lunchbox differences in decile 1 and decile 10 schools [Television broadcast]. Auckland, New Zealand: TV3.

Live below the line. (2014). Retrieved from https://www.livebelowtheline.com/nz/the_cause

Ministry of Education. (2007). The New Zealand Curriculum. Wellington, New Zealand: Learning Media Limited.

Peter-Koop, A. (2005). Fermi problems in primary mathematics classrooms: Fostering children's mathematical modelling processes. Australian Primary Mathematics Classroom, 10(1), 4-8.

Peterson, B. (2013). Teaching math across the curriculum. In E. Gutstein & B. Peterson (Eds.), Rethinking mathematics: Teaching social justice by the numbers (2nd ed., pp. 9-18). Milwaukee, WI: Rethinking Schools Ltd.

Picower, B. (2012). Using their words: Six elements of social justice curriculum design for the elementary classroom. International Journal of Multicultural Education, 14(1), 1-17.

Thompson, C. (2007). Dust, Save the children. Sydney, Australia: ABC Books. Live below the line. (2014). Retrieved from https://www.livebelowtheline.com/nz/the_cause

References
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