Abstract
As teachers strive to reimagine mathematics classrooms as interdisciplinary, problem-posing spaces that connect to students’ lives, communities, and the world, how can they prepare young people to develop as civic actors, to build quantitative civic literacy? This article explores how mathematics teachers may support students to learn about and take civic action in relation to mathematical study of societal inequalities. Keeping in mind there is not a singular way of conceiving what it means to develop students as democratic citizens, this article offers a call to explore the range of ways quantitative civic literacy may be understood and taken up.
Author Biography
Dr. Mary Candace Raygoza
Dr. Mary Candace Raygoza is an assistant professor of Education at St. Mary’s College of California. She teaches pre-service teacher classes such as Teaching for Social Justice, Humanizing Education Methods, and Praxis Seminar. Recently selected as a STaR Fellow with the Association of Mathematics Teacher Educators, Dr. Raygoza’s scholarship explores mathematics learning, teaching, and teacher education; equity and social justice in mathematics education; critical mathematics pedagogy; and transformative school change.
She is a former Los Angeles Unified high school mathematics teacher, where she strived to teach critical mathematics curriculum and integrate Youth Participatory Action Research in Algebra.
Recommended Citation
Raygoza, M. C.
(2019).
Quantitative Civic Literacy.
Occasional Paper Series,
(41).
DOI: https://doi.org/10.58295/2375-3668.1275