What are some misconceptions about math education and social justice?

2 Misconception 2: Math is only about numbers and procedures

Another common misconception about math education and social justice is that math is only about numbers and procedures, and that it does not require or foster creativity, communication, or critical thinking. However, this view reduces math to a narrow and rigid set of skills and rules, and ignores the rich and diverse aspects of mathematical thinking and practice. Math is not only about numbers and procedures, but also about patterns, relationships, arguments, models, representations, and problems. Therefore, math education and social justice are not incompatible, but complementary, as math can be used to explore, express, and engage with complex and relevant issues in the world.

3 Misconception 3: Math is only for the gifted and talented

A third common misconception about math education and social justice is that math is only for the gifted and talented, and that it is not accessible or relevant for all students. However, this view perpetuates the myth of innate mathematical ability, and ignores the diverse and dynamic ways that students can learn and do math. Math is not only for the gifted and talented, but for everyone, as it is a human activity that can be adapted and connected to different cultures, contexts, and interests. Therefore, math education and social justice are not exclusive, but inclusive, as math can be used to empower, inspire, and challenge all students.

4 Misconception 4: Math is only about right and wrong answers

A fourth common misconception about math education and social justice is that math is only about right and wrong answers, and that it does not allow for multiple perspectives or interpretations. However, this view oversimplifies the nature and purpose of math, and ignores the uncertainty and complexity that often characterizes mathematical inquiry and practice. Math is not only about right and wrong answers, but also about questions, assumptions, evidence, reasoning, and justification. Therefore, math education and social justice are not opposed, but aligned, as math can be used to foster, respect, and critique different viewpoints and arguments.

5 Misconception 5: Math is only a subject in school

A fifth common misconception about math education and social justice is that math is only a subject in school, and that it does not have any impact or relevance outside the classroom. However, this view isolates math from the real world, and ignores the many ways that math is embedded and applied in various domains and disciplines. Math is not only a subject in school, but a language and a tool that can be used to understand, communicate, and transform the world. Therefore, math education and social justice are not disconnected, but connected, as math can be used to support, challenge, and change social and environmental issues.

6 How to address these misconceptions

As educational leaders, we have a responsibility and an opportunity to address misconceptions about math education and social justice in our schools and communities. We can provide professional development and resources for teachers to integrate social justice topics into their math curriculum and instruction. Additionally, we should create a positive and supportive math culture that celebrates diversity, equity, and excellence in math learning and teaching. Furthermore, we should engage students in meaningful tasks and projects that connect to their lives, interests, and aspirations, while also encouraging them to reflect on their own mathematical identities and practices. Finally, we should collaborate with families and communities to share the ways that math is used and valued in various cultures and contexts, as well as foster a sense of agency for social and environmental justice.

7 Here’s what else to consider

This is a space to share examples, stories, or insights that don’t fit into any of the previous sections. What else would you like to add?