This Perspectives on Practice manuscript focuses on an innovation associated with “Engaging Teachers in the Powerful Combination of Mathematical Modeling and Social Justice: The Flint Water Task” from Volume 7, Issue 2 of MTE. The Flint Water Task has shown great promise in achieving the dual goals of exploring mathematical modeling while building awareness of social justice issues. This Perspectives on Practice article focuses on two adaptations of the task—gallery walks and What I Know, What I Wonder, What I Learned (KWL) charts—that we have found to enhance these learning opportunities. We found that the inclusion of a gallery walk supported our students in the development of their mathematical modeling skills by enhancing both the mathematical analyses of the models and the unpacking of assumptions. The KWL chart helps students document their increase in knowledge of the social justice issues surrounding the water crisis. Using the mathematical modeling cycle to explore social justice issues allows instructors to bring humanity into the mathematics classroom.
Dana L. Grosser-Clarkson and Joanna S. Hung
Ken Keech, Betty Routhouska, and Nicole L. Fonger
Two high school algebra teachers and their students focused on examining population trends affected by the creation of a highway though a thriving African American community.
Laurie H. Rubel and Introduction by: Jennifer M. Bay-Williams
From the Archives highlights articles from NCTM’s legacy journals, previously discussed by the MTLT Journal Club.
Leah Z. Owens and Brandie E. Waid
Ear to the Ground features voices from several corners of the mathematics education world.
Nicole L. Fonger
This department provides a space for current and past PK–12 teachers of mathematics to connect with other teachers of mathematics through their stories that lend personal and professional support.
Jennifer Ward and Victoria Damjanovic
Deanna Pecaski McLennan
Hyunyi Jung and Sarah Brand
Five approaches led to multiple valid solutions, considered students’ real-world knowledge, and increased students’ interest.
Four-year-old children used mathematics to examine the location of and access to public playgrounds in their community. They collected and recorded data, using the information to advocate for a social justice issue.