A High School Statistics Class Investigates the Death Penalty
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Recommendations for reforming high school mathematics curricula emphasize the importance of engaging students in mathematical investigations of societal issues (CCSSI 2010; NCTM 2000). Proponents argue that these investigations can positively influence students' social awareness and their perceptions of the use of mathematics for understanding societal problems (Frankenstein 1997; Gutstein 2006; Skovsmose 1994). In this article, I share results from my analysis of high school students' experiences as they participated in an investigation of racial bias and the death penalty. Although this classroom investigation took place about ten years ago, the lessons from students' experiences are still relevant today.
Footnotes
Edited by Margaret Kinzel and Laurie Cavey Connecting Research to Teaching appears in alternate issues of Mathematics Teacher and brings research insights and findings to the journal's readers. Manuscripts for the department should be submitted via http://mt.msubmit.net. For more information, visit http://www.nctm.org/mtcalls.
Department editors Michael Weiss, mweiss@msu.edu, Michigan State University, East Lansing, MI; and Dana Cox, dana.cox@miamioh.edu, Miami University, Oxford, OH
Contributor Notes
ANASTASIA BRELIAS, a-brelias@neiu.edu, is an assistant professor in the College of Education at Northeastern Illinois University in Chicago. She is interested in the use of socially relevant mathematics applications in secondary school mathematics classrooms and their influence on students' conceptions of mathematics and understanding of societal problems.
