This section explores ideas and links for embedding race equality and anti-racism across experiences and outcomes. Click on the bars below to explore each level.
Practitioner Considerations
Activities, tasks, games, problems and examples used within mathematics should reflect the multicultural nature of Scottish society without enhancing stereotypes.
Representations of people engaged in mathematics should always reflect a broad range of people from different backgrounds.
| First Level
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| Experiences and Outcomes | Possible activities |
| I have discussed the important part that numbers play in the world and explored a variety of systems that have been used by civilisations throughout history to record numbers. MTH 1-12a | Investigate some of the following:
This could be completed as a part of a wider research project investigating the differences in cultures in the past and the present. |
| Second Level
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| Experiences and Outcomes | Possible Activities |
| I have worked with others to explore, and present our findings on, how mathematics impacts on the world and the important part it has played in advances and inventions. MTH 2-12a | Research one or some of the following:
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| I can apply my knowledge of number facts to solve problems where an unknown value is represented by a symbol or letter. MTH 2-15a | Suggestion to bundle MTH 2-15a with MTH 2-12a to investigate the history of algebra. (See above).
Learners could identify social issues (e.g. racial disparities in unemployment) and work on projects that challenge them to come up with just, mathematically-sound solutions to the problems that they identify. Learners could research and partner with local organisations to make the projects more relevant and meaningful. See radicalmath.org |
| Having discussed the variety of ways and range of media used to present data, I can interpret and draw conclusions from the information displayed, recognising that the presentation may be misleading. MNU 2-20a | Investigate how statistics can be interpreted in a variety of ways for different audiences and discuss how this links to misleading interpretations. Lots of dialogue about why data around employment, income, living situations, life expectancy may be represented in different ways. (Sensitivity over the context should be taken).
Explore statistics and the ways mathematics is used to analyse current social, economic and political issues, see social subjects for an interdisciplinary approach. Investigate how statistics can be interpreted in a variety of ways for different audiences and discuss how this links to misleading interpretations. Scot Dec’s Issues to Action resource on Maths and Global Citizenship has an array of idea to support the exploration of global issues within maths and numeracy. |
| Having explored a range of 3D objects and 2D shapes, I can use mathematical language to describe their properties, and through investigation can discuss where and why particular shapes are used in the environment. MTH 2-16a | In the following example tessellation is explored through Islamic art. |
| Third/Fourth Level
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| Experiences and Outcomes | Possible Activities |
| I have worked with others to research a famous mathematician and the work they are known for, or investigated a mathematical topic, and have prepared and delivered a short presentation. MTH 3-12a
I have discussed the importance of mathematics in the real world, investigated the mathematical skills required for different career paths and delivered, with others, a presentation on how mathematics can be applied in the workplace. MTH 4-12a |
Research one or some of the following:
Research the history of Arabic numerals and reflect on why the history of our number system isn’t widely shared. Investigate one or some of the above and either the impact their work has had on society or the role of mathematics within their chosen career path. Investigate the mathematical skills required for a range of careers, including those in STEM subjects. |
| I can work collaboratively, making appropriate use of technology, to source information presented in a range of ways, interpret what it conveys and discuss whether I believe the information to be robust, vague or misleading. MNU 3-20a
When analysing information or collecting data of my own, I can use my understanding of how bias may arise and how sample size can affect precision, to ensure that the data allows for fair conclusions to be drawn. MTH 3-20b I can evaluate and interpret raw and graphical data using a variety of methods, comment on relationships I observe within the data and communicate my findings to others. MNU 4-20a In order to compare numerical information in reallife contexts, I can find the mean, median, mode and range of sets of numbers, decide which type of average is most appropriate to use and discuss how using an alternative type of average could be misleading. MTH 4-20b |
Carry out comparative studies measuring inequality across different area or countries. Could use the Gini Coefficient or Palma Ratio to support this. Learners could study/create scatter graphs of developmental indicators such as life expectancy, wages, income, displacement, etc. Sensitivity should be taken over context.
Explore statistics and the ways mathematics is used to analyse current social, economic and political issues, see social subjects for an interdisciplinary approach. Investigate how statistics can be interpreted in a variety of ways for different audiences and discuss how this links to misleading interpretations. Learners could identify social issues (e.g. racial disparities in unemployment) and work on projects that challenge them to come up with just, mathematically-sound solutions to the problems that they identify. Learners could research and partner with local organisations to make the projects more relevant and meaningful. See radicalmath.org Scot Dec’s Issues to Action resource on Maths and Global Citizenship has an array of idea to support the exploration of global issues within maths and numeracy. |
We’d love to hear about ways you’ve been threading race equality and anti-racism through the curriculum. Please get in touch by following this link.
