What’s in a Name? Absolute Value & Algebraic Identity

Authors

  • Benjamin Dickman

Abstract

Although many well-intentioned organizations and institutions emphasize the importance of antiracism and social justice in mathematics education, there remains a lack of practitioner-oriented curricular materials exhibiting how these long-overdue shifts can manifest in classrooms. This article describes how modifying a project on absolute value functions in an Algebra 2 course was able to incorporate Learning for Justice social justice standards and weave in identity work, while supporting students’ mathematical learning in a manner consonant with the four essential actions and four key areas identified in TODOS position statements.

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Published

2023-07-03

Issue

Vol. 14 No. 2 (2023): Teaching for Excellence and Equity in Mathematics (TEEM): Special Issue on Antiracism in Mathematics Education, Part 2

Section

Articles

License

Authors of papers submitted to TEEM agree not to publish or submit for publication their paper while it is under consideration for TEEM. Authors agree to transfer copyright of the paper to TODOS, but still keep the right to share (without charge) print or electronic copies of their TEEM article with their students and colleagues. Authors may post a pdf of their article on their personal or school’s website after that article’s issue of TEEM has been made available to all on the TODOS webpage (since the most current TEEM issue is available only to TODOS members).