1. + “TEAM”: MSP Grant New Richmond, WI July 2015 Facilitator: Dr. Manjula Joseph University of Wisconsin-Eau Claire

2. + What is the Purpose of Education?

3. + Session Goals Social Justice Education Teaching Mathematics for Social Justice Lesson on the world’s greatest solvable problem Explore using the lesson to engage students in Building mathematical content Gaining a global perspective Building critical consciousness

4. + Social Justice Education The goal of social justice education is to enable people (learners) to develop the critical analytical tools necessary to understand oppression and their own socialization within oppressive systems, and to develop a sense of agency and capacity to interrupt and change oppressive patterns and behaviors in themselves and in the institutions and communities of which they are a part. (Adams, Bell, & Griffin, 2007, p. 2).

5. + Teaching mathematics for social justice Students can learn that mathematics is an essential analytical tool to understand and potentially change the world. Students can deepen their mathematical understanding through analyzing complex social issues that are important to them and their community. Students can become more motivated to learn and engage with important rich mathematics.

6. + Teaching mathematics for social justice Students can deepen their understanding of important social issues such as racism and sexism, ecology and social class. Students can connect mathematics to their own cultural and community histories and can appreciate the contributions that other cultures and people have made to mathematics. Students can understand their own power as active citizens in building a democratic society and become equipped to play an active role in that society using mathematics as a resource.

7. + Reading and Writing the World with Mathematics (Gutstein,2003) Reading the world: Use mathematics to understand relations of power, inequities, discrimination Dissent and deconstruct media and other forms of representation Examine various issues using mathematics in the world Writing the world: Use mathematics to change the world. See oneself as capable of making a positive change

8. + Dual Goals of mathematics educators for social justice Social Justice Mathematics

9. + Hunger: The World’s Greatest Solvable Problem

10. + Population by continent North America 546,000,000 South America 396,000,000 Europe 739,000,000 Africa 1,072,000,000 Asia 4,300,000,000 Oceania 37,000,000

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12. + We represent the world Figure out if we represented the world, how many of us would represent the continents? North America South America Europe Asia Africa Oceania

13. + We represent the world North America - 8% South America- 6% Europe- 10% Asia-61% Africa-15% Oceania - 0%

14. + Percentage distribution of food by continent North America: 16% South America: 9% Europe: 31% Asia: 36% Africa: 7% Oceania: 1%

15. + Distribution of food in candy North America: 16% - 7 South America: 9% - 3 Europe: 31% - 13 Asia: 36%- 16 Africa: 7%- 3 Oceania: 1% - 1

16. + Hunger defined According to the Food and Agriculture organization of the UN, “Undernourishment means that a person is not able to acquire enough food to meet the daily minimum dietary energy requirements, over a period of one year. FAO defines hunger as being synonymous with chronic undernourishment.”

17. + Percentage of people who go hungry North America: 8% = ? South America: 6% = ? Europe: 11% = ? Africa: 14% = ? Asia: 61% = ?

18. + Number of people who go hungry North America: 8% = 43,680,000 South America: 6% = 23,760,000 Europe: 11% = 81,290,000 Africa: 14% = 150,080,000 Asia: 61% = 2,623,000,000

19. + Hunger Map 2015

20. + World hunger Global hunger now afflicts nearly a billion people worldwide. Severe acute malnutrition, however, is the more immediate killer: it threatens the lives of 19 million children. Every year at least 3.5 million of them die from malnutrition-related causes. That is 3,500,000 children every year!!!

21. + Definition of HUNGER “For weeks, even months, its victims must live on significantly less than the recommended 2,100 kilocalories that the average person needs to lead a healthy life.” ~World Food Program Hunger: The World's Greatest Solvable Problem

22. + Questions for discussion Where do most people live? Where is there a surplus of food? Where is there a shortage of food? Where are the worst food shortages? What can be done to help those who are going to be hungry? Who do you think these populations are? What can be done? What else can be done?

23. + In your groups, discuss.. How does this lesson address the elements of teaching mathematics for social justice? How would you adapt the lesson for different grade levels? What is the value of such a lesson for mathematics? What is the value of the lesson in general? What difficulties do you foresee?

24. + Educators for Social Justice “We are political militants because we are teachers. Our job is not exhausted in the teaching of math, geography, syntax, history. Our job implies that we teach subjects with sobriety and competence, but it also requires our involvement in and dedication to overcoming social injustice.”~ Freire (1998)