Chapter 12: Utilizing the Context of Data

What percentage of your country's population is foreign-born? According to the data provided by "Our World in Data", if you are an American citizen, you probably over estimated the "correct" value. In fact, this data set suggests that many major countries (such as the Netherlands, France, and the United Kingdom) believe that the percentage of foreign-born citizens within their nation is higher than it actually is. This, and many other relevant data sets, can be found here.

There are three very important and beautiful facts about data: 

1) It is literally everywhere. 

2) Whatever the context, data can always be interpreted in a mathematics setting. 

3) Mathematics educators can utilize the context of data to extend dialogue well outside of the classroom.

Referring back to the question "what percentage of your country's population is foreign-born?", we can generate all sorts of math inquires. Let's take a look at the data chart provided in class:

The data modeled in this chart can be analyzed in many ways. For instance, students could be asked to determine which countries overestimated the share of immigrants in their population the most? The least? Why do you think each of those countries are where they are on this chart? Where do you think Canada would fall on this chart? The context of this data is relevant to current world issues; having students analyze this data should lead to important conversations that would have been difficult to facilitate in a mathematics classroom otherwise.

As mathematics educators, we need to shift away from using data sets such as "height vs age" or "shoe size vs height" in favour of those that explore issues related to class, race, gender, ability, age, faith, heteronormativity, language, social economic status, and mental health. Challenging "normal" ways of being and knowing within the mathematics classroom may seem like a daunting task, however, analyzing data with relevant context seems like a great way start rich conversations on equity issues. I look forward to practicing an exercise of this nature in a classroom of my own.

Have any other ways of incorporating/facilitating discussions related to social justice in the mathematics classroom? Comment below!