Keywords
numeracy, social justice, democracy, statistics, quantitative reasoning, literacy, Teaching Math for Social Justice
Abstract
The author of this article reflects on the issues of justice, democracy, and numeracy. As one who has taught statistics in a community college for over 12 years, spent 28 years as a Marketing Consultant, and holds a PhD in political science, the author’s thesis is that while an advanced, democratic society can only be just with a numerate citizenry, fostering numeracy is not easy. In this article the author describes the daunting tasks of trying to define what justice is and reviews activities from his statistics class that help students develop their numeracy.
DOI
https://doi.org/10.5038/1936-4660.12.1.6
Recommended Citation
Volchok, Edward. "Social Justice, Numeracy, and Teaching Statistics at a Community College." Numeracy 12, Iss. 1 (2019): Article 6. DOI: https://doi.org/10.5038/1936-4660.12.1.6
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License
Included in
Business Administration, Management, and Operations Commons, Business Analytics Commons, Business Intelligence Commons, Social Statistics Commons
