Keywords
numeracy, social justice, educational equity, inclusive teaching
Abstract
The special collection, “Teaching Numeracy for Social Justice: Educational Equity,” focuses on how quantitative reasoning (QR) can function as a vehicle for equity, empowerment, and democratic participation. Building on a longstanding tradition that treats numeracy as inseparable from social justice, these contributions highlight how progressive pedagogies (e.g., active learning, authentic research, and equity-oriented assessment) have the potential to broaden access for students historically excluded from quantitative fields. The studies span a variety of conceptual frameworks, introductory and advanced quantitative instruction, and interdisciplinary applications, showcasing how inclusive QR practices can build confidence, agency, and real-world understanding. These articles demonstrate that when students engage with socially meaningful data, numeracy becomes not only a cognitive skill, but a tool for personal transformative and civic engagement. By centering marginalized learners and advocating progressive approaches both for teaching and assessment, this collection affirms the importance of numeracy not only as a pedagogical approach but as a moral imperative for expanding educational opportunity.
DOI
https://doi.org/10.5038/1936-4660.19.1.1529
Recommended Citation
Wilder, Esther I., Crystal C. Rodriguez, Caterina Shost, Eduardo Vianna, and Frank Wang. "Teaching Numeracy for Social Justice: Educational Equity." Numeracy 19, Iss. 1 (2026): Article 10. DOI: https://doi.org/10.5038/1936-4660.19.1.1529
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License
Included in
Disability and Equity in Education Commons, Economics Commons, Educational Assessment, Evaluation, and Research Commons, Higher Education and Teaching Commons, Other Mathematics Commons, Sociology Commons, Statistics and Probability Commons
