Socially Relevant Mathematics
This research explores the possibilities, challenges, and risks in learning and teaching mathematics through issues of social justice. It focuses on teachers' awareness of (contextualized) mathematics and their orientations towards the potential uses of social justice issues in intermediate and secondary mathematics.
Through the design, development, and implementation of rich, socially relevant, mathematical explorations, this research contributes understanding of how to support learners and teachers with their critical engagement with a socially-conscious mathematics pedagogy.
Readings & Activities
- Mamolo, A. (2018). Perceptions of social issues as contexts for secondary mathematics. Journal of Mathematical Behaviour, 51, 28-40
- Mamolo, A. & Pinto, L. (2015). Risks worth taking? Social risks and the mathematics teacher. The Montana Mathematics Enthusiast., 12(1), 85-94.
- Mamolo, A. (2014). Noticing the math in issues of social justice. Proceedings of the 17th SIGMAA on RUME Conference. Denver, USA.
- Mamolo, A., & Martin, L. (2013). Mathematical understanding in a social justice context. Proceedings of the 34th International conference for Psychology of Mathematics Education – NA Chapter. Chicago, USA.
- Mamolo, A. (2013). Learning math through social justice issues. Proceedings of the 37th International Conference for Psychology of Mathematics Education. Kiel, Germany.
Math explorations & classroom activities:
- Mamolo, A., Thomas, K.*, Frankfort, M.* (2018). Exploring math through social justice problems. In (Eds.) A. Kajander, E. Chernoff, & J. Holm, Teaching and learning secondary school mathematics: Canadian perspectives in an international context (pp.377-392). Dordrechet: Springer.
- Mamolo, A. & Thomas, K. (2014). Reading the world with mathematics: An exploration of the Nutrition North Canada Program. The OAME Gazette, 53(1), 29-35.
Nutrition North Exploration
Issues in Fair Trade