Diversity in Mathematics
Resources, activities, tasks, games, problems and examples used within numeracy and mathematics should reflect the multicultural nature of Scottish society without enhancing stereotypes. Representations of people engaged in numeracy and mathematics should always reflect a broad range of people from different ethnic backgrounds. Below are some examples of how practitioners might do this:
- learners could research the history of algebra and famous mathematicians from Minority Ethnic backgrounds.
- Learners could research the history of Arabic numerals and reflect on why the history of our number system isn’t widely shared.
- When using names in problem-solving include the use of names that are popular in different ethnicities (e.g. Sophie and Ahmed).
- Practitioners could also incorporate the use of patterns from around the world when looking at concepts such as tessellation (Islamic geometric shapes) or repeated pattern.
These mathematicians and scientists may offer practitioners a starting point for study, research and inspiration. Practitioners may wish to use some of these influencers in mathematics, amongst others, to explore their work through research tasks.
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- Benjamin Banneker
- Muḥammad ibn Mūsā al-Khwārizmī
- Katherine Johnson
- Dorothy Johnson Vaughan
- Mary Jackson
- David Blackwell
- Mamokgethi Phakeng
- Kathleen Adebola Okikiolu
- Elbert Frank Cox
- Annie Easley
Using Mathematics to Explore Social Issues
Mathematics can also be used to investigate examples of social injustice and racism. Below are some examples for practitioners to consider:
- Learners could explore statistics and the ways that numeracy and mathematics is used to analyse current social, economic and political issues, see social subjects for an interdisciplinary approach.
- Learners could investigate how statistics can be interpreted in a variety of ways for different audiences and discuss how this links to misleading interpretations.
- Learners could carry out comparative studies measuring inequality across different area or countries, using the Gini Coefficient or Palma Ratio to support this process.
- Learners could study and create scatter graphs can be used with developmental indicators such as life expectancy, wages, income, displacement, etc. (sensitivity about context is required).
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.
The following sections explores ideas and links for embedding anti-racism across experiences and outcomes. Click on the links below to explore each level:
