69传媒

Elections are all about numbers, sometimes hinging on miniscule percentage-point differences in turnouts. Math teacher Alison Strole鈥檚 middle school students know this better than your average American, because they鈥檝e actually had to wrestle with the data.

Strole, who teaches in the Hamilton Southeastern district in Fishers, Ind., requires students to analyze 20 years of exit-poll results鈥攊ncluding the 2008 and 2016 presidential elections, where swing states twice reshaped the national balance of political power. Officially, this is part of her math unit on data analysis and how to read and interpret two-way data tables, part of 7th and 8th grade algebra. In practice it鈥檚 also a powerful civics lesson.

As a concluding assignment, students must use the data they鈥檝e analyzed to write a paper as if they were campaign strategists for the Republican or Democratic party: Which constituency would they target to win a particular contest?

It鈥檚 not always an easy activity to teach鈥攎ost students haven鈥檛 quite grasped the concept of the electoral college before the lesson begins鈥攂ut by now it鈥檚 so highly anticipated that every fall, students ask Strole when they get to do 鈥渢he political party thing.鈥�

鈥淪ome students have even noticed trends in the data,鈥� Strole said, like the fact that college-educated men 20 years ago were voting very Republican and have more recently favored Democrats, while the pattern is reversed for men with less formal education. 鈥淭hey鈥檙e beginning to see that some of the party bases are changing a bit.鈥�

The unusual lesson illustrates a potential missing piece in the national conversation about improving civics education: How math can be harnessed toward schools鈥� goal of readying youths for engaged citizenship.

Mathematics underpins the U.S. political system and civic institutions. That includes the legislative process, campaign finance, the filibuster, and the census. In the U.S. Constitution, the connection between math and civics is both a consistent subtext and sometimes disturbingly literal鈥攁s in the hateful 鈥渢hree-fifths compromise,鈥� which for 80 years defined the value of enslaved people within the national system of electoral representation.

Beyond civics with a capital C, math can help students analyze different choices and possibilities, and therefore make better sense of their upcoming duties as voters and members of civil society. That goes for issues of national import, like health care, to smaller decisions made at school board meetings and by local government, and even down to everyday matters like how to produce the least waste when purchasing plastic water bottles.

鈥�69传媒 are going to run this world one day and make the rules and determine the policies that govern everything on this planet, and math is a prism for understanding that. It may be the most powerful prism,鈥� said Karim Ani, the founder of the curriculum company Mathalicious, which develops math lessons for teachers that encourage such discussions. 鈥淚f we don鈥檛 help students to see that, not only are we falling short of the possibilities of school, we are also being inauthentic to math.鈥�

New Opportunities

In the same way that civics tends to conjure up mental portraits of George Washington wearing a powdered wig, math can feel awfully irrelevant to students. Sure, teachers have been told since forever that they should motivate students by using 鈥渞eal world鈥� problems. But many purported examples out of textbooks鈥攖rains passing, dripping water tanks, divvying up Girl Scout cookies鈥攃an remain distressingly detached from anything consequential (or interesting).

Put the two subjects together thoughtfully, though, and they can be a powerful antidote to one of the things that鈥檚 ailed civic culture over the last 30 years. As a number of math and social science academics have noted since the mid-1990s, the explosion of online information of varying quality means that good citizenship now hinges on being able to analyze a tsunami of statistics, graphics, and numbers鈥攂oth to test competing claims, and to advance new solutions and ideas in the civic sphere.

There are now a few different terms of art to describe this set of skills, two common ones being 鈥渜uantitative civic literacy鈥� or 鈥渟ocial mathematics.鈥�

One of the hottest debates in math education these days, in fact, has to do with whether statistics should be given pride of place in the secondary math sequence over the traditional course, calculus. That鈥檚 in part because so much public policy research on topics like health care, the environment, taxes, and civil rights is generated using methods derived from statistics, not calculus.

Surprisingly, the actual curricular implications of quantitative civic literacy for K-12 education have been comparatively understudied.

In a 2005 dissertation鈥攐ne of only a handful of publications on the issue鈥擩ames W. Mauch , two sets of national standards, and one popular American Government textbook to gauge how they addressed the concept.

While the resources implicitly endorsed the idea of social mathematics, they rarely specified how students could use math to make sense of civic arguments and processes. The assumption was that those tools were being covered in math courses.

鈥淲hile the words 鈥榚valuate,鈥� 鈥榓nalyze,鈥� and 鈥榗ompare鈥� appear in many of the content standards,鈥� Mauch wrote, 鈥渓ittle discussion takes place concerning how students are to evaluate, analyze, and draw these comparisons.鈥�

Possibilities and Pitfalls

Now, there appears to be a resurgence of interest in the idea that math could be the missing link in civics education鈥攁nd vice versa鈥攁nd that the connections between the two need to be a much more explicit focus of teaching.

鈥淲hen we think about civics, we often think it鈥檚 the social studies teacher鈥檚 job,鈥� said Mary Candace Raygoza, an assistant professor at St. Mary鈥檚 College of California and . 鈥淏ut if we think about what it means to do mathematics as something we need for understanding and revealing what鈥檚 going on in the world鈥攅specially with pressing issues of social concern鈥攚e have to think about it as the job of the math teacher, too.鈥�

In Indiana, Alison Strole鈥檚 teaching illuminates what instilling quantitative literacy in students might look like at the classroom level.

Strole is no 鈥渕ath war鈥� partisan: She does use explicit teaching methods when introducing new math skills and concepts, and she expects students to be fluent with math procedures. But she鈥檚 also committed to making sure that students can apply new mathematical knowledge in ways that feel authentic and relevant, rather than on contrived word problems.

Recently, for example, her school had just installed some solar panels. So Strole adapted a Mathalicious lesson that teaches algebra expressions . She asked students to do a cost analysis on the costs and benefits of sticking with electric versus purchasing or leasing solar panels鈥攁nd even whether the school鈥檚 solar energy production was on track to help the city meet .

Then they had to write a memo for the district鈥檚 energy manager and the mayor on what other steps Fishers would need to take to reach that goal.

And, in fact, the lesson did catch the attention of the mayor, who sent a representative to field students鈥� questions about solar power in the city. They had good questions prepared: Did a brand-new development in town feature solar power? Why not? Would solar power be an emphasis in future ones?

Best of all, Strole recounted, was how the city official confided he鈥檇 been doing the same kind of calculations as her students to weigh the financial costs and benefits of solar and wind power. That knowledge reinforced the idea that fluency in algebra is a skill that remains relevant, she said.

Across the country, of course, there are lots of challenges to ambitious teaching like this. Access to Mathalicious鈥檚 proprietary lessons costs money, and not all the core math curricula that districts purchase contain similar teaching supports.

Teacher knowledge can be a sticking point, too. At the secondary level, teachers generally earn a degree or certification in either math or social studies, and through no fault of their own lack the knowledge to unite the two disciplines well. (Strole is a bit of a unicorn in this sense. She鈥檚 licensed in social studies and math, and while at university, she insisted on getting student-teaching experience in both.)

There is also a legitimate concern, even among those sympathetic to the idea, that interdisciplinary lessons can muddle the teaching of both subjects if not done as thoughtfully as Strole鈥檚. That鈥檚 what worries Seth Andrew, the founder of the Democracy Prep network of charter schools focused on civics preparation. (He now leads a nonprofit civic incubator.)

鈥淚鈥檇 rather students have rigorous civics and rigorous math than trying to put a round peg in a square hole and be bad at both,鈥� he said.

But schools, he suggested, can take some initial steps as they consider the idea. Democracy Prep, for example, began by simply including civics examples in word problems鈥攆or example, using 435, the number of representatives in the U.S. House, as the denominator in fractions questions.

By the time students reached the upper secondary grades, the tasks were more sophisticated. Every essay students submit has to include some sources of mathematical data and consider how that information backs up their argument, he noted.

鈥楽ocial Justice鈥� and Beyond

For those aiming for an ambitious approach, there鈥檚 another potential pitfall for reframing math as a civic problem-solving tool: It could easily get drawn into a longstanding culture war.

Since around 2000, a limited but dedicated number of teachers have explicitly focused on social inequalities in their math courses. Sometimes called , the idea .

Recently, for example, these critics targeted the Seattle district鈥檚 consideration of ethnomathematics, which aims to reconnect students with math鈥檚 roots in non-Western cultures.

Indeed, the boundaries between specific social justice themes and the broader notion of quantitative literacy for civics remain fluid, even contested. But Raygoza, of St. Mary鈥檚 College of California, believes that the importance of quantitative civic literacy shouldn鈥檛 be the responsibility of teachers who are already believers in, or practitioners of, social-justice math.

鈥淲e need to have these conversations with all math teachers. And we need to talk about our worldviews, ideologies, perspectives on what the roles and functions of schools are鈥攂ecause those shape how we think about what it means to use math to understand and change the world,鈥� she said.

Lessons about touchy social topics can also be presented in a way that do not lead students by the leash to a predetermined conclusion, as some social-justice math exemplars have had a tendency to do. One of the Mathalicious lessons, for example, has students use systems of linear functions to explore . A key insight in the lesson is how hard it can be for those who can鈥檛 pay the initial ticket to dig out once late fees and interest start compounding.

The lesson is clearly inspired by the abusive municipal-fine structure in Ferguson, Mo., a precipitating factor in the riots and protests there in 2014. And teachers can explore that connection when teaching it. But the driving question at the lesson鈥檚 heart is fundamentally broader. It also prompts students to consider Finland, where parking fines aren鈥檛 flat but vary depending on a person鈥檚 income鈥攁nd where wealthier people pay orders of magnitude more per ticket.

So students have to use the math to explore the broader civic question of cities鈥� need to raise revenue with two competing notions of what鈥檚 a 鈥渇air鈥� way to set fines. That, of course, is a far more challenging exercise. And while math can illuminate the tradeoffs in the two options, it does not point to easy answers.

Strole keeps that in mind when her students are using their math skills to make arguments about policies, too. In the solar-energy lesson, some students disagreed with the goal of the 2030 plan, and she was OK with that.

鈥淭his is their life; it鈥檚 going to affect theirs more than mine,鈥� she said. 鈥淚 don鈥檛 think it鈥檚 my job to tell them how to think or feel.鈥�

But there鈥檚 one thing she insists on, and it鈥檚 that her students use math when drawing conclusions about the civic problem at hand.

鈥淲e live in a bubble on social media with people with like-minded opinions. I want them to open it up and see both sides to arguments, and be able to support theirs with more than an opinion,鈥� she said. 鈥淎nd in my classroom, the support is the math.鈥�