Carly Allen

ED398 Critical Literacy Invitation

Fall 2014
Butler University
Invitation Overview and Rationale:
Math on Trial

Carly Allen
Critical Literacy Invitation
ED398 Dr. Kandel-Cisco
December 11, 2014
Critical Literacy Invitation: Overview and Rationale
When am I ever going to use this? The cry heard around every math class
in America reflects much of the harsh feelings that students tend to have
towards the field of mathematics. Students often question when and how
math will actually be used beyond the scope of the classroom. Teachers also
often present the field of math as infalliblea field where there is always a
right and wrong answer.
This invitation is meant to challenge this view. Why do we study math? Is
math really infallible? How is math being used in real crises around the world
and here in the United States? We must challenge the notion that there is
always right and wrong in the study of mathematics. We must realize that
there are multiple perspectives, even when we are considering something as
concrete as statistics. We must explore the idea that being better
mathematicians, communicators, and thinkers, we can challenge these
misconceptions and start confronting the abuse of mathematics.
Addressing the Quadrants

Disrupt the commonplace, multiple viewpoints, & sociopolitical/socioeconomic

issues

Sprinkled throughout the invitation are the four critical literacy theoretical
framework quadrants (Van Sluys). In finding connections between these
quadrants and the world of math, students will begin to engage with their
communities and cultures and find ways to connect mathematics to issues in
the world.
Disrupting the commonplace can be found throughout the three
engagements. As teachers, we are responsible for choosing diverse lenses
to examine how we use language and other sign systems to question how it
is and for considering other ways to understand experience (Van Sluys,
2005, pg. 20). First and foremost, the invitation itself pushes students to
think critically about the validity of math, rather than accepting every
mathematical statement as true. Oftentimes, our education system describes
math as black and whitealmost as if there is no way to interpret it wrong.
In these engagements, we will explore just how wrong these ideas are. We
have to challenge the idea that math is concrete, because it is clear that in
the real world, math continues to create some blurry lines. For example, the
first engagement looks at the use of statistics in the courtroom. One might
imagine that statistic can only convey truth to the jurywhat we see in the
story of Sally Clark, though, is that statistics can be manipulated just like any

other kind of evidence in the courtroom. We see in the 2nd engagement that
simply changing the sample size of a population statistic can dramatically
change the way the statistic is perceived. It is the difference of comparing
just a few American lives lost to thousands. This change can drastically
change the position of a voter or a perspective of a news audience, simply
because people generally receive statistics as fact. In order to create
critically literate thinkers, we must disrupt the misconception that math is
hard fact, without the ability to interpret.
Considering multiple perspectives is also found throughout the activities that
follow. In this quadrant, we must ask our students to imagine standing the
place of others while relating others perspective to our own (Van Sluys,
2005, pg. 21). To begin, examine the gateway engagement. This
engagement is to get students to ponder two sides of an argument: do we
NEED math in schools and why? Not only are students being asked to
question math in a math class, but they are being encouraged to do so. The
gateway activity is meant to lead students to a place where they feel
comfortable, able, and encouraged to consider multiple perspectives on one
issue. We are stressing that no event or person has a single story.
The first engagement considers the jurors of a court case where statistics are
used to prove that the defendant is guilty. Students are asked to create a
jury of different backgrounds (sex, socioeconomic status, education) and
evaluate how their background might affect their decision. Here, students
are considering the impact of a persons background on their perspective of
the case. In the 2nd engagement, students will be asked to consider the
perspectives of a global crisis of their choice. They will investigate how math
is used to manipulate your perspective. As a final product, students will
create an address to congress addressing one of those perspectives. Finally,
the 2rd engagement allows students to explore the perspectives surrounding
the standardized testing debate, and after considering the many voices in
the debate, create an advertisement campaign about one.
The 1st engagement is one that also has a strong focus on sociopolitical
issues. Paying attention to the ways in which everyday policies,
sociopolitical systems, power relationships, and language are intertwined
and inseparable from teaching and learning is central to this dimension of
critical practice (Van Sluys, 2005, pg. 21). Students will engage with the
members of a jury to see how a persons background (including their gender,
education, and economic status) affects their understanding of a case, and
therefore, affects the outcome. It is fair that a persons educational
background might affect whether or not a women is considered a murderer?
The 2ns engagement also considers how math can sway a persons political
perspective. A single number can affect a persons political involvement and
their engagement with their nations culture. Students will see that the

person who is determining these statistics has the authority to decide who
has the power (and its not always the voter).
Finally, the engagements encourage the students to take action. Becoming
critically literate involves not only reading words and worlds but also taking
informed action for change (Van Sluys, 2005, pg. 22). Specifically, the 2nd
engagement begs students to consider how they might navigate through a
political campaign when statistics are being used so widely to sway voters.
Each engagement asks students to question how math is being used to
manipulate thinkers. The goal is to create students who critically look at
global issues, sometimes involving math, and are able to discern what is
valid and what is not.
Gateway and Instructional Engagements
Engagement (Gateway) Title: Validity of Mathematical Study
Brief Overview: In the U.S., it is practically a requirement to take four years
of math to get into college; our education system places great value on
math. BUT if math is different in real-life than it is in theory, why do we focus
SO MUCH on it? In this engagement, students will read about math
requirements in high school, watch a comical/informative video on
probability, and use the two resources to create a position statement on the
topic. Students will begin to look at the math involved in probability, while
also engaging with multiple perspectives on a political issue.
Resources Used: Website article and Video Blog
What is produced: Position Statement
Specific Skills and Knowledge Addressed: Understanding multiple
perspectives, challenging the commonplace, persuasive writing,
understanding basic probability and statistical principles, and defending a
position.
Standards Involved: PS P.6 and PS P.2
Engagement #1 Title: How to Get Away With Murder
Brief Overview: Statisticians and mathematicians are often used as experts
in high-profile court cases. Their expertise is often used to determine the
likelihood that a person is guilty/innocent. Sometimes, though, the math lies.
Students will explore sources that explain how statistics are used in
courtrooms to sway juries, even when it isnt entirely the truth. They will take
a deep look at how the culture and background of a juror will affect their
decision (and the implications of that).
Resources Used: Ted Talk, Journal article, two web articles, photograph
What is produced: A jury and some presentation of how each juror might
respond to a case (after students create a background for each juror)
Specific Skills and Knowledge Addressed: Probability theory, product
rule, making inferences, understanding the effect of background on

perspectives, multiple perspectives, creative presentation of information,

validity of information
Standards Involved: PS.DA.9, PS.ED.9, PS.P.6, PS.P.2, PS.ED.9
Engagement #2 Title: How many dead Americans?
Brief Overview: To dramatize a certain point of view, journalists often use
statistics to persuade the audience to believe one side of a story. Depending
on how the information is presented, the statistics (which are never wrong,
per say) are used to sensationalize an event. Students will investigate the
validity of this approach, how it is used, and how it is abused in order to
persuade. This will be done specifically by investigating a global crisis,
understanding percentages of populations based on sample size, and how to
convey that in terms of Americans.
Resources Used: Book excerpt, source of their choice
What is produced: Two-sided presentation of their choice (speech to
Congress, etc)
Specific Skills and Knowledge Addressed:
Standards Involved: PS.DA.9, PS.DA.10, PS.ED.3, PS.ED.9, PS.P.6, PS.ED.9
Engagement #3 Title: Are Tests Testing?
Brief Overview: Standardized testing has been at the center of a lot of
controversy in education recently. Teachers are being paid based on their
students performance on these tests, college admissions decisions are being
based on the scores, and students and teachers alike are outraged over the
possibility that the tests dont actually analyze knowledge. According to
statistics, how else are standardized tests failing to provide us with accurate
results? Students will begin with a coin flipping activity to realize the theory
behind this engagement, and will then look at how theoretical results dont
always paly out, specifically when it comes to standardized tests.
Resources Used: Online coin-flip generator, pennies, book excerpt, video,
pro/con list, editorial (optional)
What is produced: An advertising campaign for or against standardized
testing that includes a work of personal art
Specific Skills and Knowledge Addressed: Understanding empirical
versus theoretical mathematics, connections from curriculum to real world,
expression creatively
Standards Involved: PS.DA.9, PS.ED.3, PS.ED.9 , PS.P.6, PS.ED.9
Rationale
Disrupting the commonplace seems to be a concept that would be appealing
to any student. Students engagement in the classroom is usually negatively
affected by the routine, boring tasks they are asked to engage with. In
creating three invitations, which dig into deeply controversial topics,
students will hopefully feel compelled to engage richly with the material. In
light of the recent issues in Ferguson, Missouri, I thought that a few politically

charged engagements would hook the students into researching more. I

think that the theme as a whole (questioning whether or not math is credible
in the real world) will challenge everything they have been taught in math
classes. It is being completely transparent with students, not telling them to
take interest in math but showing them WHY they should.
Ideally, students would create meaningful displays of their learning at the
end of their engagements. After exploring the many perspectives that each
engagement leads them to, students will be asked sometimes to take a
single perspective and run with it, or create a display that presents them all.
In the end, students will hopefully realize the deep impact that mathematics
play on perspectives of issues in the world.
Critical Pedagogy Orientation
Creating a classroom environment where English Language Learners are
appropriately supported is the goal of any classroom where ELLs exist.
Throughout this invitation is a pedagogy that values, welcomes, supports,
and engages ELLs.
Initially, these engagements create a classroom environment that values
differences in culture. They were created with the knowledge that each
student can and should approach every situation with a different
perspective, and welcomes such. In creating the 1st engagement, students
will look at the effect of race, gender, and economic status of jurors. This
might create an uncomfortable conversation initially, as students venture
into the world of discussing hard, racial issues. However, ultimately, the
dialogue reduces tension and diminishes the taboo of talking explicitly about
race (Denevi, 2004, pg. 78). Allowing students to engage with hard topics
will allow the topics to later be discussed with more ease. Ignoring racial
issues in the courtroom will not solve them. One of the main forms of white
talk is minimization, signaling that achievement depends on personal ability
and that racism is not really prevalent (Denevi, 2004, pg. 79). Putting race
on the table allows students to struggle through the race issue, without fear
of retribution.
In the 2nd engagement, students are given the choice to del with specific
issues that they are interested in from around the world. Here is the
opportunity for students to delve into topics that have affected them and
their culture deeply. For instance, students who were forced to flee their
home countries due to political unrest could examine that issue for their
engagement. Without deep engagement with their home culture, students
tend to feel isolated. Students may experience this process of assimilation
as a subtraction of their first culture and language, leaving them vulnerable
and alienated from both cultures (Violand-Sanchez and Hainer-Violand,
2006, pg. 1). Giving students opportunities and room to mourn for issues

that have affected them and their families will allow students to connect
their previous culture to the one they are in now, rather than isolation from
both.
The first activity involving the jury members will hopefully springboard
students into deep reflection and discussion about the topic of race in
society. It will allow students from all sorts of backgrounds to look into the
racial issues that affect the courtroom, and issues that extend beyond the
courtroom. It has been discovered that many students relinquished many of
their ethnic and cultural distinctions to embrace a more socially acceptable
American identity (Noguera, 2008). We must challenge this concept,
encouraging students to embrace cultural differencesor even further,
celebrate them. Differences in race, gender, or sexual orientation need not
limit a teachers ability to make a connection with a young person (Noguera,
2008). By investigating these issues directly, students have the potential to
see that none of those factors will affect their relationship with their teacher.
Standards Addressed
Mathematics: Probability and Statistics
PS.DA.9: Understand statistics and use sampling distributions as a
process for making inferences about population parameters based on a
random sample from that population.
PS.DA.10: Use data from a sample survey to estimate a population
mean or proportion; develop a margin of error through the use of
simulation models for random sampling.
PS.ED.3: Construct simulated sampling distributions of sample
proportions and use sampling distributions to identify which
proportions are likely to be found in a sample of a given size.
PS.ED.9: Understand the differences among various kinds of studies
and which types of inferences can legitimately be drawn from each.
PS.P.6: Analyze decisions and strategies using probability concepts.
Analyze probabilities to interpret odds and risk of events.
PS.P.2: Understand and use the multiplication rule to calculate
probabilities for independent and dependent events. Understand that
two events A and B are independent if the probability of A and B
occurring together is the product of their probabilities, and use this
characterization to determine if they are independent.
PS.ED.9: Understand the differences among various kinds of studies
and which types of inferences can legitimately be drawn from each.
ELL Considerations
1. Heterogeneous Grouping: Groups will be thoughtfully considered,
allowing both native English speakers as well as ELLs to work together.
This will allow students to work with a more knowledgeable other.
ELLs will also be able to ask questions without fear of a large group.

2.

3.

4.

5.

ELLs speaking the same language will have one another in a group (if
possible) to help one another.
Vocabulary Support:
a. Engagement #1: Statistics, Probability, Defendant, Prosecutor,
Fallacy, Testimony, Jury/Juror, conviction, guilty
b. Engagement #2: Population, ratio, sample size
c. Engagement #3: Standardized testing, Theoretical Probability,
Empirical Probability, Biased (Unfair) Probability, Unbiased (Fair)
Probability
Choice in presentation: Students have the ability to choose the way in
which they present. For some ELLs, this could include an oral
presentation. For others, who have not achieved exemplary academic
language (or are still nervous), there will be other ways to express
learning.
Visual Aids: The resources will help both ELL and native English
speakers, alike, through multiple methods of presentation. There are
videos, photos, charts, websites, news articles, and other sources,
aiding students with their strong learning style.
Translation Tools: I will differentiate when it comes to students ability
to use translating tools. Some students can be limited to looking up
five words, while others might need more support. Having students
who speak the same language would be helpful in this area.

Works Cited: Invitation Overview and Rationale

Van Sluys, K. (2005). What if and why: Literacy invitations for multilingual
classrooms.
Portsmouth, NH: Heinemann.
Denevi, E. (2004). White on white: Exploring white racial identity, privilege,
and racism.
Independent School, 63(4), 78-87.
Violand-Sanchez, E., & Hainer-Violand, J. (2006). The power of positive
identity.
Educational Leadership, 54(1), 36-40.

Noguera, P. (2008). The trouble with black boys. San Francisco, CA: JosseyBass.
Annotated Bibliography:
Engagement Resources
Coin flip. (n.d.). Retrieved December 9, 2014, from Between Waters website:
http://www.btwaters.com/probab/flip/coinmainD.html
This website is simply a coin flip generator. The software allows the
users to flip an imaginary coin as many times as necessary. It allows
students to see an empirical study of coin flips without having to
actually flip the coins themselves. It gives students an opportunity to
see the difference between theoretical probability and empirical
probability, which shows up in the third engagement when learning
about standardized testing.
Connelly, P. (Presenter). (2005, July). How juries are fooled by statistics.
Lecture
presented at TedGlobal 2005, Oxford, UK.
The TedTalk by world-renowned probability theorist Peter Donnelly
changes students' perceptions of the infallibility of math. It challenges
we very math teacher who has ever said, "There is a right and wrong
answer, only," in a math classroom. Students will begin to see that the
world of math does not always have to be in black and white, but that
there is beauty in the gray. Students will see multiple perspectives as
well as a shift in the norm through this video, as they adventure to see

how political and social issues can affect a juror's ability to make
decisions when math is presented.
Ellenberg, J. (2014). How not to be wrong: The power of mathematical
thinking.
New York City, NY: Penguin Group.
Ellenberg, an international led renowned mathematician, plunges
readers deep into the world of mathematics. He begins his novel by
addressing the question, "Why do we study math?," the essential
question of this critical literacy invitation. He begs readers to consider
how math shapes and touches every part of our everyday life. Using
concrete examples and relatable situations, Ellenberg easily convinces
his readers that math has the power to mold our lives. He presents a
side of mathematics that is magical, confronting the boring, routine
math that students continually get stuck with.
Ferro, S. (2013, August 19). Should math really be a required subject?
Retrieved
December 9, 2014, from Popular Science website:
http://www.popsci.com/science/article/2013-08/argument-against-algebra
"Should math really be a required subject" is a provocative piece
challenging the standards set by high schools and colleges on math
requirements. Most obviously, this piece brutally confronts the issue
that is never discussed in a math class, "Do I really need this?." This
article surfaces how math requirements have changed over the year

and encourages students to question why. The piece is intended to

disrupt the commonplace in the gateway engagement and bring
students to a place of inquiry, especially a controversial place where
we question math in a math class.
Green, H. (2010, November 8). Probability 101 [Blog post]. Retrieved from
Vlogbrothers website: https://www.youtube.com/watch?v=YpvE0Co66nU
"Probability 101" is meant to act as a humorous and engaging
introduction to the actual math involved throughout the invitation. It
reveals the application of probability and statistics, as well as looks at
theoretical results compared to the empirical ones. The video's
purpose is to activate background knowledge concerning the subject of
probability, as well as encourage students to begin thinking about the
validity of math, seeing as the math doesn't always play out like
planned. Students should be intrigued and interested to investigate the
validity of math further.
I am education: Kids tell all [Video file]. (n.d.). Retrieved from
http://video.takepart.com/previews/GhqjrZCn-iXHtafAV
This source is meant to show a perspective on standardized testing
that students may or may not relate to. It is looking at the side of
standardized testing where students struggle, fail, or even simply feel
anxiety. The video is used to show multiple perspectives of an issue,
and look at the issue from a larger point of view. It begs the question,
"Are the effects of standardized testing worth the anxiety?

Kestenbaum, D. (2004, February 24). The not so random coin toss: NPR.
Retrieved
December 9, 2014, from National Public Radio website:
http://www.npr.org/templates/story/story.php?storyId=1697475
This source is simply meant to supplement the students' learning
concerning probability and coin tosses. "The not so random coin toss"
can be a fun and interesting way to look at the odds of flipping a coin...
and it isn't always what we expect.
Koehler, J. J. (1997). One in millions, billions, and trillions: Lessons from
"People v.
Collins" (1968) for "People v. Simpson" (1995) [PDF]. Journal of Legal
Education,
(223), 214-223.
This source will be used for several reasons, the first being that it will
challenge each student in terms of difficultly. I want the students to
learn to take a difficult source and determine what they should take
from it. The source looks deeply at the use of probability in determining
the odds of an event happening, specifically in the courtroom. The
technicality of the journal should compliment the TedTalk that students
will watch first. This source will give students the much needed math
theory behind the discussion in the video. It includes helpful charts and
comics that will give students additional perspectives and challenge
what students believe can be coined "truth" in the courtroom.

[Sally Clark leaves court]. (2010, August). Retrieved from

http://werewolf.co.nz/2010/08/when-justice-fails/
This photograph is of the woman that is described throughout the first
engagement, Sally Clark. It is used to begin the first engagement,
asking students the question, "What kind of crime do you think this
woman is accused of committing?" Students will hopefully become
engaged and interested in the woman, as well as understanding how
our backgrounds will affect our view of a simple photograph.
Standardized tests: Pros and cons. (n.d.). Retrieved December 9, 2014, from
ProCon.org website: http://standardizedtests.procon.org
In order to keep the perspectives concerning standardized testing, I
wanted to include a source that compared the different perspectives
on the issues side by side. It will aid students in looking at multiple
perspectives as well as disrupt the commonplace by allowing students
to feel free to explore the issue that students feel teachers are always
for.
The prosecutor's fallacy. (n.d.). Retrieved December 9, 2014, from Statistics
for the
Terrified website:
http://www.conceptstew.co.uk/PAGES/prosecutors_fallacy.html
This site should supplement the additional journal reading for the first
engagement. The site describes the prosecutor's fallacy, which is the
topic at which the entire engagement is aimed. This site, though, offers

simple instructions on how the fallacy is used and the math behind the
fallacy. The reading level of this site is at a much more manageable
level than the journal article, yet offers a rich understanding of the
probability theory behind the statistics used in the courtroom.
Hopefully, this source will encourage students to take action to
educate peers and others in their community on the fallacy, seeing as
it is a clear explanation.