Engaging Teachers in the Combination of Statistical Investigation and Social Justice: Fairness in School Funding

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Stephanie Casey Eastern Michigan University, Ypsilanti

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Liza Bondurant Delta State University, Cleveland, MS

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Andrew Ross Eastern Michigan University, Ypsilanti

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This Perspectives on Practice manuscript focuses on an innovation associated with “Engaging Teachers in the Powerful Combination of Mathematical Modeling and Social Justice: The Flint Water Task” from Volume 7, Issue 2 of MTE. We built on Aguirre et al.’s (2019) integration of mathematical modeling and social justice issues in mathematics teacher education to similarly integrate statistical investigations with social justice issues.

Contributor Notes

Stephanie Casey, Eastern Michigan University, Ypsilanti 48197; scasey1@emich.edu

Liza Bondurant, Delta State University, Cleveland, Mississippi 38733; lbondurant@deltastate.edu

Andrew Ross, Eastern Michigan University, Ypsilanti 48197; aross15@emich.edu

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  • 1.

    Aguirre, J. M., Anhalt, C. O., Cortez, R., Turner, E. E., & Simic-Muller, K. (2019). Engaging teachers in the powerful combination of mathematical modeling and social justice: The Flint water task. Mathematics Teacher Educator, 7(2), 726. https://doi.org/10.5951/mathteaceduc.7.2.0007

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  • 3.

    Casey, S., Ross, A., Maddox, S., & Wilson, M. (2019). MODULE(S2): Statistics for secondary mathematics teaching. Association of Public Land Grant Universities. https://www.modules2.com

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    Common Online Data Analysis Platform [Computer software] (2014). The Concord Consortium.

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    Mosenkis, D. (2016). Systemic racial bias in latest Pennsylvania school funding. POWER. https://powerinterfaith.org/wp-content/uploads/2016/08/PA-Racial-School-Funding-Bias-July-2016-1-1.pdf

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