Teaching mathematics for social justice within a Victorian public school for Year Nine mixed ability classes

Abstract

This study examines a learning task based around inequality that was designed for a year nine mathematics class. The task incorporated mathematical ideas and issues involving social justice to foster the students’ understanding of society and active citizenship while teaching them mathematics. The study discusses the strategies used to teach and promote this initiative, and also critically evaluates the learning tasks to determine their effects on student learning, student engagement and higher order thinking.