Keywords
quantitative literacy, mathematics for social justice, Gini index, income inequality
Abstract
The Gini index is one of the most commonly used indicators of income inequality, and its computation and interpretation require a thorough understanding of various quantitative literacy concepts. In this article, we describe a unit for an interdisciplinary quantitative literacy course at a community college that treats concepts of ratio and proportion, percentages, and mathematical modeling through an exploration of income inequality and the Gini index. The broader theme of the interdisciplinary course is immigration, so the unit also invites students to explore connections between the Gini index and immigration. Employing in-class simulations, interactive online applets, and real-world data sets, the unit offers a variety of ways for students to encounter the quantitative literacy material through the lens of income inequality and immigration. Using both student and instructor reflections, we analyze the strengths and challenges of the unit through the lens of the culturally relevant mathematics pedagogy (CureMap) framework as developed by Rubel and Chu (2012).
DOI
https://doi.org/10.5038/1936-4660.12.1.5
Recommended Citation
Warner, Jared, and Vivian Lim. "The Gini Index: A Lens for Analyzing Inequality in an Interdisciplinary College Classroom." Numeracy 12, Iss. 1 (2019): Article 5. DOI: https://doi.org/10.5038/1936-4660.12.1.5
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License
