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Students were shown this 5-minute video about the use of mathematical transformations in graphic design. It covers rotation, translation and enlargement. The video shows how such skills can be used to create interactive posters against climate change.

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Please do come up with your own questions for reflection! But here are some ideas:

Tokenism - Does the activity give students a clear example of social justice activism? Is that important? Why (not)?

Agency - Does the activity empower students to make something similar to the teacher? Why (not)?

Utilitarianism - Would it be "better" if the subject of the poster was an art project that students were interested in, such as making a cartoon animation? Why (not)?

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This activity focuses on calculator skills and sine functions. During the exit task of the lesson, students were given a post-it note with an angle on it. They were also given a formula with a sine function. Students had to use their calculators to find the solution. Each of their solutions gives the length of a piece of string in the construction of a model sine wave. Afterwards, they could collaborate to construct this model. This part was cancelled, however, due to time limitations.

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This is the Blog Post that served as inspiration for this activity.

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Please do come up with your own questions for reflection! But here are some ideas:

Utilitarianism - Does it matter that this activity has no social justice content and direct link to activism? Does it count as mathematics for social justice? Why (not)?

Consistency - Is it possible to implement mathematics for social justice education exclusively through exit tickets like these? Why (not)?

Agency - Is this a good example of collaborative explorative learning? Is that valuable? Why (not)?

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This is a worksheet modelled on complex higher GCSE questions. It invites students to solve problems in a rescue story based on a real historical natural disaster in Ecuador. The content covers bearings, sine rules and cosine rules.  The worksheet was given to students as one of the final challenges in the unit. Most students did not complete the worksheet and instead focused on reinforcing more accessible parts of the unit.

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Please do come up with your own questions for reflection! But here are some ideas:

Stat-centricity - Does this activity count as mathematics for social justice? Are social justice focused lessons for sine and cosine rules possible? Why (not)?

Consistency - Is the material accessible to all students in the classroom? Is this a problem? Why (not)?

Tokenism - To what extent is this context realistic? Does that matter? Why (not)?

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This activity models completing the square and finding the roots for students. Students first look at a real-life COVID graph and consider if and how it fits with their prior learning in mathematics. They are then shown how they can find the roots and complete the square for a simplified COVID-19 spread model. They then apply their learning to two other simplified models (numbers change) to find the peaks and start/end of the oubreak. This fits with the popular I DO/ WE DO/ YOU DO modelling approach.

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Lockhart talks about the apparent inability of mathematics education to show how students' own work provides a starting point for a more complex, valuable end product.

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Please do come up with your own questions for reflection! But here are some ideas:

Consistency - Does an activity like this fit with the mathematics of the social justice movement? Does it matter if it only covers the modelling phase? Why (not)?

Tokenism - Does this activity encourage students to use mathematics as an analytical tool? Why (not)?

Agency - Does this activity give students enough opportunity to discover processes themselves? Is that a problem? Why (not)?

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This activity teaches students to set up simultaneous equations. This is achieved by going through three real-life examples (I do/ we do/ you do). It then invites students to go back through the models to discuss the assumptions they (and the teacher) have been making (think-pair-share). Possible answers include that the shop owner charges similar prices to everyone (fairness); that all bears and birds have all their limps (ableism); that the physical size of classrooms in private and public schools is the same (fairness).

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Please do come up with your own questions for reflection! But here are some ideas:

Tokenism - How does this differ activity from the activity in case study 4? Is reflecting on the assumptions made in mathematical models helpful? Why (not)?

Utilitarianism - Does the activity give students clear direction for social justice activism? Does it matter? Why (not)?

Relevance - Are these 'real-life' examples natural and meaningful to students? Or is it some kind of semi-realistic attempt at making irrelevant content relevant? Why (not)?

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Students were given open-ended questions in groups as their exit tickets. The question was a circle theorem diagram with a few values. Students had to come up with their own questions and write or discuss the working out.

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Please do come up with your own questions for reflection! But here are some ideas:

Consistency - Does an activity like this fit with the mathematics of the social justice movement? Does it matter if it only covers exit tickets? Why (not)?

Utilitarianism - Does it matter that this activity has no social justice content? Does it still count as mathematics for social justice? Why (not)?

Agency - Does the activity give students control over question formation? Would it be better if they can also create diagrams themselves? Why (not)?

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Cooper, B. (2001), Social class and ‘real-life’ mathematics assessments. In Gates (ed) Issues in Mathematics Teaching  pp 245 – 258. London: Routledge Falmer.​

Darby, L. (2010), Characterising secondary school teacher imperatives as subject (signature) pedagogies: A pedagogy of Support in maths and a pedagogy of engagement in science. Proceedings of the 2010 Australian Association for Research in Education Conference p 1-14.  ​

Gutstein, E., & Peterson, B. (Eds.). (2005). Rethinking mathematics: Teaching social justice by the numbers. Rethinking Schools.​

Wright, P. (2016). Teaching mathematics for social justice: Meaningful projects for the secondary mathematics classroom (pp. 1-65). Association of Teachers of Mathematics.​

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The case studies (on the right) present attempts by a trainee teacher (Max) to overcome common issues with realistic and social justice approaches to mathematics education.

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In our view, realistic and social justice approaches to mathematics education do not always address issues of…​

… relevance​ - the production of artificial, semi-realistic examples that are not meaningful for students.

… utilitarianism - the overvaluation of the instrumental value of mathematics education.

… stats-centricity​ - the scarcity of lesson plans beyond data and statistics units.

… tokenism​ - the superficial addition of social justice context without further critical reflection.

… consistency​ - the one-off or temporary nature of most interventions.

… agency - the limit that the control of teachers over lesson preparation put on student empowerment.

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Please do come up with your own questions for reflection! But here are some ideas:

Do you agree with this list and its definitions? Why (not)?

Do some of the issues on this list seem more relevant then others? If so, which ones?

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Do you have any further reading suggestions? If so, which ones?

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Aantjes Yardley 2022 Linking realistic maths education to social justice (3)

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In my head, "social justice" is related to the unfair advantages that the social status gives to people. In the context of education it relates to pupils belonging to lower background being at a disadvantage in achieving the same level of education of more affluent pairs.
It looks like you mix social issues unrelated to justice, and environmental issues, to issues related to social justice, making the whole matter confusing.
Moreover, statistics is not mathematics. it uses mathematical tools. It's necessary to calculate percentages or rates you can then use to prove arguments about social justice. I don't see any issue in it. Your lesson can be on percentages, or rate of interest and not statistics.

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I think you mix up the idea of "real-life examples" and the idea of "social justice". There are 2 different things. Unfortunately, real-life examples don't make mathematics more interesting to pupils unless they are carefully chosen to match pupils' interests. You can then start a discussion about how mathematics helps solve environmental problems and so on so forth. It can be an interesting plenary if nothing else.

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The problem in putting social or environmental issues in a maths lesson is that pupils need:
1) to develop the mathematical knowledge related to the lesson;
2) to be interested and to a certain extent knowledgeable in the scientific area connected to the issue (for ex. ecology and environment, or geography and climate change);
3) to be interested in the issue, and to understand it.
None of the three points are granted at all, and generally speaking it would add considerable cognitive load in the mind of a pupil. I don't see a concrete possibility of introducing them to a school environment till university, unless packed in a very clever way.
I think that if you just managed to get the pupils engaged in problem-solving tasks using the leverage of a possible social relevance you would make an amazing feat.