Introduction
The intersection of health and mathematics education has been a topic of interest for centuries, yet its implications have often been overlooked. In the context of the COVID-19 pandemic, these intersections have been brought to the forefront, raising critical questions about the role of mathematics education in addressing health disparities and promoting well-being. This blog explores insights from the research article "Health and Pathology: A Brief History of the Biopolitics of US Mathematics Education" and offers guidance for practitioners aiming to enhance their skills and outcomes in educational settings.
Historical Context and Contemporary Implications
The research by Ziols and Kirchgasler (2021) delves into how health and pathology have historically influenced mathematics education in the United States. By examining the biopolitical lens through which mathematics education has been viewed, the study highlights three key relationships: the role of school mathematics in national health, the responsibilities of mathematics educators in addressing students' health needs, and the impact of mathematics instruction on students' mental health and social adjustment.
These historical insights provide a framework for understanding current educational challenges, particularly in light of the pandemic. The study emphasizes the need for educators to be aware of how health discourses have shaped educational practices and to critically engage with these narratives to avoid perpetuating historical inequities.
Practical Applications for Practitioners
For practitioners, the research offers several actionable insights:
- Integrate Health-Related Contexts: Incorporate health-related themes into mathematics lessons to make the subject more relevant and engaging for students. This approach can help students see the practical applications of mathematics in understanding and addressing health issues.
- Address Health Disparities: Recognize and address health disparities that may affect students' learning experiences. This includes being mindful of the diverse health needs of students and adapting teaching strategies to support their well-being.
- Promote Mental Health: Prioritize students' mental health by creating a supportive and inclusive classroom environment. This involves being aware of the potential stressors associated with mathematics learning and providing resources to help students manage anxiety and build confidence.
Encouraging Further Research
While the study provides valuable insights, it also highlights the need for ongoing research into the intersections of health and mathematics education. Practitioners are encouraged to engage with current research and contribute to the dialogue on how educational practices can evolve to better support students' health and well-being.
To read the original research paper, please follow this link: Health and pathology: a brief history of the biopolitics of US mathematics education.
