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.
Raygoza, M. C. (2019). Quantitative Civic Literacy. Occasional Paper Series, 2019 (41). Retrieved from https://educate.bankstreet.edu/occasional-paper-series/vol2019/iss41/3