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Mathematics as a Tool for Critical Thinking about Social Justice Through Guided Discussions

Mathematics as a Tool for Critical Thinking about Social Justice Through Guided Discussions. Jesse Bergman, Upper Grand DSB jesse.bergman@ugdsb.on.ca Anthony Persaud, Peel DSB anthony.persaud@peelsb.com. Agenda. Why Do Social Justice? Connections Purposes How to Do Social Justice

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Mathematics as a Tool for Critical Thinking about Social Justice Through Guided Discussions

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  1. Mathematics as a Tool for Critical Thinking about Social JusticeThrough Guided Discussions Jesse Bergman, Upper Grand DSB jesse.bergman@ugdsb.on.ca Anthony Persaud, Peel DSB anthony.persaud@peelsb.com

  2. Agenda Why Do Social Justice? Connections Purposes How to Do Social Justice In Lessons Implementation Organization Social Justice Examples Short Videos Topics from Lessons Assignments Student Feeback Pink / Green / Gold Day

  3. WHY DO SOCIAL JUSTICE?

  4. Global Issues Enrichment Local Actions SOCIAL JUSTICE connections Critical Thinking Share Ideas Broaden World View Build Confidence

  5. Social Justice in the classroom as a way of … Not just talking about topics, but as a way of organizing your classroom and encouraging students to discuss with each other Connecting to broader topics – have a broad world view Exploring students’ interests – no topic should be avoided , even if it is not directly related to a progressive cause or helping humanity Relating concepts to mathematics without concern as there is support from administration Creating critical thinking and global awareness – create a space for students to comfortably and securely talk about their feelings

  6. HOW TO DO SOCIAL JUSTICE

  7. SJ in Lessons Students Want to… Teachers Want to… Allow Dynamic conversations Share their opinions Learn about the world Prevent domination Learn new things Have flexible conversations with their peers Connect topics to the math curriculum Prevent inappropriate comments General Question: Why do YOU want to do Social Justice?

  8. Social Justice Implementation In my class, we cover SJ topics on every day, except work periods, review and test days. SJ topics are always optional and students can work on their homework while discussion is happening. My job is to facilitate: Keep them on topic Prevent confrontation Enforce equity Manage the order of speakers The key is to come up with creative and interesting topics. In your groups, discuss how you could relate your object(s) to SJ.

  9. Organization –How To Structure SJ Discussions How would you organize a social justice discussion? Seating Participation- mandatory or voluntary Teacher role Voting – how to have quick check-ins to see how the class feels – I use single-foot-stomp. Initiate Discussion – How does it begin? I have a volunteer to say each day, “Mr. Bergman, what does this have to do with social justice?” We’ll now look at some examples. Keep these structural decisions in mind as you develop what SJ will look like for you.

  10. SOCIAL JUSTICE EXAMPLES

  11. What it looks and sounds like Video here, short videos, discussions in small group, share?

  12. Topics from Lessons Cutouts of SJ topics Discuss the topics you like. Extend them to ideas for you own class.

  13. SJ in Assignments When asked, students eagerly added their own SJ to their final projects – create and solve a question from your unit. In groups of 4 – 10, get final projects photocopied package. Think and reflect in your groups: Do any of these give me an idea for SJ in my class? Could I adapt any summatives in my classes?

  14. Pink / Green / Gold Handout Pink / Green / Gold Instructions Summary: Separate the class into three distinct groups: Gold – give candy, compliment, treat like royalty Green – treat respectfully, but normally Pink – ignore, be rude, be dismissive, be condescending After about 30 minutes, stop the game and discuss

  15. Student Feedback "Best part of my day." "Was interesting to know." "Made the class more enjoyable.” "Really was fun and learned a lot." Q: Things You'll Remember and Why / If there was one thing you would never want Mr. Bergman to change, what would it be and why: A: Social Justice, because… "Interesting, fun." "I feel it is important." "It makes class interesting." "Learned alot about the world and myself." "It was a fascinating real life application for mathematical concepts." "Learned about important issues of the world." "I found it very interesting and it made math more fun for me." "It usually connected to the material we learned in the lesson which made it easier for me to connect what we were learning to real life, making what we learned feel more important."

  16. Parting thoughts Jesse Bergman, Upper Grand DSB jesse.bergman@ugdsb.on.ca Website http://mrbergman.pbworks.com/ -> Social Justice

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