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If you know of other books, units, or activities that should be added to this list, please contact me.
Please feel free to forward this bibliography to anyone who might be interested so long as this entire introduction, and my name and contact information, are included as they are here. The more people who are aware of these resources the better.
Thanks, Jeffrey
Bohl
206 F Eagle Heights
Madison, WI 53705
USA, (608) 231-0947
PS. If you'd like a copy of this bibliography sent to you as an attachment in Word 6.0, Rich Text Format, or ASCII format, just let me know.
This unit deals nicely with the mathematics of congressional apportionment. It addresses much of the mathematics involved in the allocating of seats in the U.S. House of Representatives and how states are affected. Included are comparisons of several historical examples. The mathematics is very rich (as is the mathematics in all COMAP materials) and not beyond most high schoolers. Even so, it requires some ability with mathematical symbolism. Might be used as an introduction to mathematical symbolism. The lessons are clear and very well written, with enough background information for a first time teacher to understand the issues involved.
To purchase contact: COMAP, Inc. Suite 210 57 Bedford Street, Lexington, MA 02173-4496
Sandi Bennett, Duane DeTemple, Michael Dirks, Bob Newell, Jack M. Robertson, & Bob Tyus. (1987) Fair Divisions: Getting Your Fair Share. COMAP, Lexington, MA. Grade level: 9-12.
This is a very nice unit that deals with mathematical definitions of fairness in the division of commodities, e.g., cakes and estates. The mathematics is very rich (as is the mathematics in all COMAP materials) and not beyond most high schoolers. Even though the authors do not push any issues from a seriously critical perspective, this unit is rich and could serve as a foundation for those looking to bring social issues involving fairness of resource division into the mathematics class. The presentation is clear enough that interested teachers could easily take it further.
To purchase contact: COMAP, Inc. Suite 210 57 Bedford Street, Lexington, MA 02173-4496
Bill Bigelow, Linda Christensen, Stan Karp, Barbara Miner, & Bob Peterson, editors. (1994) Rethinking our Classrooms: Teaching for Equity and Social Justice. Rethinking Schools. Grade level: 1-12 (Mathematics: 5-9).
This book supplies three brief articles on critical approaches to mathematics, each of which includes several ideas for activities that are explicitly critically oriented. The descriptions are helpful, but don't make clear exactly how the mathematics should be approached. Even so, the ideas are great and offer fine launching points for those looking for new directions to take with including social issues in mathematics teaching. The titles of the articles are: Math and Media: Bias Busters; Poverty and World Resources; and Math, Equity, and Economics.
The content of this book is largely non-mathematical. It is, however, simply the single best collection of teacher-oriented articles and curricular ideas available about and for teaching for social justice across the curriculum. The book contains many ideas for other content areas, and many articles of general interest to progressive and activist teachers.
To purchase contact: Rethinking Schools, Ltd. 1001 E. Keefe Ave., Milwaukee, WI 53212 USA (414) 964-9646, E-mail: Barbaramin@aol.com
Marilyn Frankenstein. (1989) Relearning Mathematics: A Different Third R-Radical Maths. Free Association Books, London, England (Out of print. See below). Grade level: 10-14.
This book is used by the author in her adult numeracy classes at U-Mass, Boston. It is designed to help adults understand basic mathematical concepts, and to use them to interrogate social questions and injustices. It also has one section on why a critical approach to mathematics is necessary, and another on helping students become more comfortable with mathematics in general. The mathematics topics explored are mostly basic computation with different number forms, including percents. The book has much lengthy text, both to explain the mathematics being done and to set up socially-oriented word problems. The social topics explored run the gamut, but focus on economic and imperial injustices.
Relearning Mathematics is the book that, for many in academe, defines critical mathematics. Its approach to numeracy is strong, and its politics are explicit.
Sadly, this book is out of print. Copies can be borrowed through interlibrary loan from many libraries, including the following:
Marquette University, Wisconsin; University of Wisconsin, Stevens Point; California State University, Hayward; Western Connecticut State University; University of Illinois; University of New Mexico; University of Toledo.
Fred E. Gross, Patrick Morton, & Rachel Poliner. (1993) The Power of Numbers: A Teacher's Guide to Mathematics in a Social Studies Context. Educators for Social Responsibility, Cambridge, MA. Grade level: 9-12.
Part 1 of this book -- Counting on Opinions -- offers an excellent critically-oriented curriculum based on statistics and polling. The activities help students understand most of the important basic ideas about statistics, and engage them in thinking about the ways that statistics are open to interpretation, bias, and abuse. The write ups give sufficient insight and information to allow teachers who are new to critical statistics to understand and teach the main issues involved. Includes a project where students design and give there own poll. Part 2 -- Counting on People -- gives a nice look at issues involving population size. The politics of the census and congressional apportionment are approached from critical perspectives, looking at the ways that different mathematical approaches affect certain situations. Includes worksheets and data, and a bibliography of data sources.
All in all, The Power of Numbers is the best teacher text available on these topics at this level. Most of the activities are designed explicitly to be taught in an interdisciplinary context. However, many could be altered to be taught in a mathematics-only course, and all offer examples of ways that important issues can be brought into mathematics classes.
To purchase contact: Educators for Social Responsibility, 23 Garden Street, Cambridge, MA 02138, USA, (617) 492-1764
David Landis, Project Director. (1996)
Investigating Solid Waste Issues: Science / Technology / Society
/
Environment. Ohio Department of Natural
Resources, Columbus, OH. Grade level: 7-12.
This is a pleasant surprise from a government agency: a collection of very nice, well-described interdisciplinary units focused on environmentalism. As the title suggests, there are many subject areas covered. Even so, there are mathematics-focused units dealing with resource usage, polling public knowledge, water pollution and microbe population growth, environmental sampling, estimating forest loss, and environmentally-friendly packaging. Also, many of the other units are mathematics heavy, including some nice, simple economics explorations. Includes worksheets and data, and a nice bibliography of data sources.
These materials are solidly environmentalist, but don't ask pointedly critical questions about issues such as major corporate causes of pollution, bias in the location of waste treatment plants, etc. However, they do offer a fine framework for anyone looking to teach these issues within a comprehensive curriculum, and willing to go just one more step to tie in such critical questions.
To purchase contact: Education Specialist Division of Recycling & Litter Prevention Ohio Department of Natural Resources, Fountain Square, Building F-2 Columbus, OH 43224, USA, (614) 265-6333
William F. Lucas. (1992) Fair Voting: Weighted Votes for Unequal Constituencies. COMAP, Lexington, MA. Grade level: 11-12.
This unit explores different modes of voting and means of determining voting power. Historical examples are explored that make the real life application of the mathematics clear. The mathematics is very rich (as is the mathematics in all COMAP materials) and not beyond most high schoolers. Even so, it requires a some ability with mathematical symbolism. Might be used as an introduction to mathematical symbolism. Also, there is enough written material to be read and pondered that it would make a fine interdisciplinary unit with a social studies class. Includes well written plans and transparency masters.
To purchase contact: COMAP, Inc., Suite 210 57 Bedford Street, Lexington, MA 02173-4496
Joseph Malkevitch & Gary Froelich. (1989) The Mathematical Theory of Elections. COMAP, Lexington, MA. Grade level: 10-12.
This is a brief unit exploring the mathematics underlying different modes of voting and means of determining voting power. Historical examples are explored that make the real life application of the mathematics clear. The mathematics is very rich (as is the mathematics in all COMAP materials) and not beyond most high schoolers. Even so, it requires a some ability with mathematical symbolism. Might be used as an introduction to mathematical symbolism. Also, there is enough written material to be read and pondered that it would make a fine interdisciplinary unit with a social studies class. Includes well written plans and transparency masters.
To purchase contact: COMAP, Inc., Suite 210 57 Bedford Street, Lexington, MA 02173-4496
Kevin J. Mistrik & Robert C. Thul, S.J. (1993) Math for a Change. Mathematics Teachers' Association, Chicago, IL. Grade level: 7-12.
Math for a Change was written for teachers in search of a way to make their students more aware of injustices in the world, and at the same time to make their teaching more interesting and effective according to the guidelines of the NCTM's Standards documents. The book describes 41 situations of actual injustice that need mathematics in order to be fully understood. The pages are illustrated and accompanied by notes for the teacher which give further explanation of both the mathematics and the injustice. It features problems on topics such as welfare, AIDS, and the savings & loans scandals. The mathematics taught ranges from order of operations to pre-calculus, and incorporates some use of graphing calculators.
This book offers a fine example of how socially relevant topics can be introduced across a broad range of levels of mathematics. It is also a wonderful examples of how activist teachers can step up and fill a void left by commercial publishers (the authors founded the publishing association).
To purchase contact: Kevin Mistrik, Mathematics Teachers' Association, Loyola Academy, 1100 N. Laramie Wilmette, IL 60091, USA, E-mail: kmistrik@loy.org (847) 827-1361
Richard H. Schwartz. (1998) Mathematics for Global Survival, Fourth Edition. Simon & Schuster, Needham Heights, MA. Grade level: 10-14.
This book serves as the main text for a college-level mathematics course taught by the author at the College of Staten Island of CUNY. The book has been class-tested for 11 years. It is written at a level that makes much of it perfect for senior high school students. The topics chosen are all related in some way to exploring issues of human survival with mathematics. It is text and data intensive. The mathematical topics include graphical methods, basic computations, sequences, introductory statistics, probability, variability, and the normal curve. Social issues explored include waste production, transportation, smoking, hunger, population growth, pollution, and poverty. It uses many sources of data and information for problems, and includes a nice bibliography of these sources.
Mathematics for Global Survival is a fine example of a fairly traditional, coherent curricular sequence of mathematics skills taught using overtly critically-oriented word problems.
To purchase contact your local book store or: Simon & Schuster Custom Publishing, 160 Gould Street, Needham Heights, MA 02194, USA
Sharan-Jeet Shan & Peter Bailey. (1991) Multiple Factors: Classroom Mathematics for Equality and Justice. Trentham Books, Cambridge, MA. Grade level: 4-12.
This book combines general discussion and some theory with teaching ideas. The subjects discussed include bias in mathematics textbooks, multicultural approaches to teaching mathematics, some examples of ethnomathematics, challenging racism and other social problems with mathematics education, and some ideas for projects. The book has weak points. The teaching ideas are presented as lists of barely related problem sets that are insufficiently commented on or related mathematically. Even so, it touches on the broadest range of concerns for socially- and critically-oriented mathematics teaching of any book in this list, and is politically explicit. It also offers the widest range of example problems, which touch on the widest range of social issues. So, even given its weaknesses, it is recommended to those who are interested in understanding the full breadth of this area of mathematics education.
To purchase contact your local book store or: Trentham Books Limited, Westview House, 734 London Road Oakhill, Stoke-on-Trent, Staffordshire England, ST4 5NP
Robert C. Thul, S.J., editor. (1997) Math for a World that Rocks. Mathematics Teachers' Association, Chicago, IL. Grade level: 7-12.
Math for a World that Rocks was written and illustrated by high school students inspired by Math for a Change (Mistrik & Thul, S.J., 1993 -- also in this list). The 1997 edition contains 23 math-justice projects covering topics such as rain forests, strip mining, computers, and driving under the influence of alcohol. (Students from various schools have contributed to the book. If your students would like to contribute, please contact the Mathematics Teachers' Association at the address below.)
This book offers a fine example of how socially relevant topics can be introduced across a broad range of levels of mathematics. It is also a wonderful examples of how activist teachers can step up and fill a void left by commercial publishers (the author founded the publishing association with a colleague).
To purchase contact: Kevin Mistrik, Mathematics Teachers' Association, Loyola Academy 1100 N. Laramie, Wilmette, IL 60091, USA, E-mail: kmistrik@loy.org (847) 827-1361
Terry Vatter. (1996) Civic Mathematics: Fundamentals in the Context of Social Issues. Published by Teacher Ideas Press, Englewood, CO. Grade level: 6-10.
This is a pre-algebra-level text book that offers a year's worth of mathematics studied while exploring social issues. It's author is a classroom teacher working to help her students, many of whom have not been previously successful with mathematics, become critical citizens. The mathematics topics covered are parallel to those of most pre-algebra texts. The social issues are sequentially in four sections: Issues of Race and Gender, Issues of Poverty and Wealth, Issues of the Environment, and Teen Issues. Most of the mathematics content is taught through word problems that explore important issues. These are followed by questions that push students to make critical evaluations of the issue based on the mathematics they've done. Each of the twelve units ends with a library research activity that allows for deeper exploration.
Civic Mathematics is an excellent example of how a fairly traditional course sequence can be taught thoroughly while at the same time being taught so as to be both engaging and socially relevant. Provides many good ideas for socially-relevant mathematics projects as well.
To purchase contact: Teacher Ideas Press, PO Box 663,3 Englewood, CO 80155-6633, USA, (800) 237-6124
Pamela Wasserman, editor. (1996) People and the Planet: Lessons for a Sustainable Future. Zero Population Growth, Washington, DC. Grade level: 5-8.
A fine collection of interdisciplinary activities drawing on science, social studies, mathematics, and language arts. The activities are theme focused around issues such as population growth, resource usage, environmentalism, and global social and environmental interconnectedness. Of 30 activities, 9 are mainly mathematics, and 9 others have some mathematics content. The mathematics is fairly basic and at a pre-Algebra level. The materials are very well developed and presented in a very helpful way. Most of the mathematics-focused activities could be taught in a mathematics class (rather than across disciplines). Includes a nice list of information resources.
These materials are critical in many ways. However, they do not ask pointedly critical questions about western countries' (especially the U.S.'s) fantastic overuse of resources, or about the roots of many global resource problems in western global imperialism. Even so, they do offer a fine framework for raising other important questions, and serve as a solid foundation for people looking to bring more explicit critiques.
To purchase contact: Zero Population Growth, 1400 16th Street, NW, Suite 320, Washington, DC 20036, USA, E-mail: zpg@igc.apc.org (202) 332-2200
Pamela Wasserman & Andrea Doyle. (1991) Earth Matters: Studies for our Global Future. Zero Population Growth, Washington, DC. Grade level: 9-12.
A fine collection of interdisciplinary activities drawing on science, social studies, mathematics, and language arts. The activities are theme focused around issues such as population growth, inequitable resource usage and distribution, environmentalism, feminism, and global social and environmental interconnectedness. Of 32 activities, most have a substantial mathematics component. The mathematics is largely at a pre-Algebra level, with a focus on data interpretation, manipulation, and depiction. The materials are very well developed and presented in a very helpful way.
Most of the activities are designed to be thoroughly interdisciplinary--that is, most could not be taught as is in a traditional mathematics course, largely because of the amount of reading and background discussion required to understand the complex issues explored. However, many could be altered to be taught in a mathematics-only course, and all offer examples of ways that important issues can be brought into lower-level mathematics classes. Includes a very thorough list of information resources.
These materials are critical in many ways. However, they do not ask pointedly critical questions about western countries' (especially the U.S.'s) fantastic overuse of resources, or about the roots of many global resource problems in western global imperialism. Even so, they do offer a fine framework for raising other important questions, and serve as a solid foundation for people looking to bring more explicit critiques.
To purchase contact: Zero Population Growth, 1400 16th Street, NW, Suite 320, Washington, DC 20036, USA, E-mail: zpg@igc.apc.org (202) 332-2200
Pamela Wasserman & Anne Scullard, editors. (1994) Counting on People. Zero Population Growth, Washington, DC. Grade level: 1-6 (focus on 4-6).
A fine collection of interdisciplinary activities drawing on science, social studies, mathematics, language arts, art, and health. The activities are theme focused around issues such as population growth and population density issues, resource usage, environmentalism, and global interconnectedness. Of 32 activities, 10 have a substantial mathematics component, and 10 others have some mathematics content. The mathematics is all grade-level appropriate. The materials are very well developed and presented in a very helpful way.
These materials are critical in many ways. However, they don't ask pointedly critical questions about western countries' (especially the U.S.'s) fantastic overuse of resources, or about the roots of many global resource problems in western global imperialism. Even so, they do offer a fine framework for raising other important questions, and serve as a solid foundation for people looking to bring more explicit critiques.
To purchase contact: Zero Population Growth, 1400 16th Street, NW, Suite 320, Washington, DC 20036, USA, E-mail: zpg@igc.apc.org (202) 332-2200
