Mathematics

Typically we do not considermathematics as one of the subjects that needs to be changed for peace education.  However, those involved in critical math and ethnomathematics movements (discussed below) would strongly disagree with this conception.  There is a strong argument to be made that what is typically viewed as math comes from an exclusively Western tradition. As such, mathematics is strongly tied to the Western value of placing importance on concrete reasoning and logic over other forms of thinking. In education, nothing is "neutral," and mathematics provides an interesting area for examining cultural bias and epistemology, and also for applying peace education pedagogy.

Peace Education and Mathematics 

An excellent way to teach peace via mathematics is to following the example of a mathematics teacher who works to incorporate multiple ways of thinking into his/her classroom by engaging students in real world situations.  The teacher may ask students to look at graphs/statistics demonstrating a problem in the world.  They then may present the students with various solutions for a government to solve the problem as well as information about the government's budget.  Then students can work in groups to choose a solution.  While students must be able to explain the mathematics they used in arriving at a solution they also must invoke other types of thinking since that thinking will explain why they prioritized certain elements. 

 Through this type of exercise students will both learn how to use the skills necessary in mathematics but also learn how their mathematics skills can be used in the real world.  While there is only one right answer in a straight math problem, when that math becomes applied there are a plethora of answers, all of which are mathematically correct.  Some of these problems that can be presented can relate to world population statistics (population growth, maternal health, etc.), children in school versus out of school, unemployment rates, war casualties, etc.  These statistics and information can be used for any level of math training.  At younger levels students can be told that they have to cure 5 people and each costs 3 dollars, whereas students learning calculus can be provided with a differential equation that represents the rate at which people die from AIDS in Russia. 

While many math classes have recently attempted to use "real-life" problems, these problems generally do not have an actual application and still follow the Western based logic that there is only one right answer.  Therefore, teachers need to ensure that they are providing problems that don't fall into this model but rather promote creativity and permit the introduction of ethics into the discussion of mathematics.  Students, in making decisions about priorities and how to behave, given certain mathematical realities, will have to think ethically.  It is important for students to discuss ethics in the classroom given the paradox that mathematics has presented in the past of being equally used for development as for destruction.   This allows teachers to present math in a more holistic fashion in which various topics are connected.  The use of a holistic methodology allows students to see that mathematics is connected to the rest of their studies, and to their lives in the world outside of the classroom. 

Mathematics and the Gender Gap 

Another issue of peace education in math that is gender equality in the classroom.  There is a distinctive gender gap between the number of girls who persue higher level math courses, and even greater when looking at those who major in math or computer sciences at the university level, in many countries.  Girls, when they are given access to school, are generally discouraged from "masculine" disciplines such as math and science.  Girls are traditionally funneled into areas where "emotion" is considered more important since girls are considered more emotionally intelligent.  Therefore, it is important that teachers work hard to support all of their students in all areas, regardless of gender.  One important way to achieve this is to learn more about your students and their interests so that, as a teacher, you can provide appropriate motivation based on tailoring problems to the interests of your students.  Additionally, for math to appeal to all students teachers should utilize the techniques from above to both make the lessons relevant but also to appeal to students who may not necessarily think in a linear or traditionally "mathematical" manner.  By creating diversity within how mathematics is taught teachers can include more of their students.

Critical Thinking vs. Rote Memorization

When invoking both of the above methods, teachers also need to fulfill a seemingly simple requirement.  They need to explain the concepts behind the formulas or the actions that are being taken.  For example, when manny children learn multiplication tables, they don't understand what multiplication is or how it works. They simply know that 3 times 2 is 6 and 3 times 3 is 9 through rote memorization.  However, students are less likely to remember and understand if they are simply memorizing.  Therefore, students should develop the equation that they will be using or at least understand why the theory makes sense.  In this case a lesson can be taken from traditional geometry classes in which students are taught proofs, in which they are given a geometric theorem and need to work backwords to determine why it is true. 

Mathematics and Culture 

Teachers can also promote peace via ethnomathematics.  The field of ethnomathematics, as first discussed by D'Ambrosio, does not have a fixed definition but generally looks at the relationship between mathematics and culture.  This relationship can mean that, when learning certain concepts, students can also look at their history and what role great mathematicians played in creating those concepts.  However, teachers need to be careful to not over-represent Western mathematicians in this teaching.  Additionally, students can learn about various systems of numerals and counting.  Students at all levels, but especially younger students, can talk about how math is used in various societies around the world and therefore the varying roles that it plays.  Discussing cultural differences and similarities within mathematics from around the world can be great because math is generally considered a universal model of thought. 

In general, all of these suggestions have in common that they work to empower students, rather than exclude students.  The typical language of mathematics is that of black and white and therefore many students feel excluded if they do not arrive at the same "right" answer.  As Volmink states “Mathematics is not only an impenetrable mystery to many, but has also, more than any other subject, been cast in the role as an ‘objective’ judge, in order to decide who in the society ‘can’ and who ‘cannot’. It therefore serves as the gate keeper to participation in the decision making processes of society. To deny some access to participation in mathematics is then also to determine, a priori, who will move ahead and who will stay behind.”  Therefore, teachers must be careful in using complex terminology, or emphasizing a right answer since this will exclude students and limit which students are interested in learning.  
 

References

D'Ambrosio, U. (n.d.). Mathematics and Peace: Our Responsibilities. ZDM: The International Journal on Mathematics Education , 98(3), 67-73. Retrieved

     from www.emis.de/journals/ZDM/zdm983a2.pdf

Skovsmose, O. (n.d.). Critical Mathematics Education for the Future. Retrieved from  www.lfd.learning.aau.dk/resources/CME_for_the_Future.pdf

Kondek, L. (n.d.).  Using Games in the Mathematics Classroom. Retrieved from http://math.arizona.edu/~bridge/papers/game.html