Basil Conway IV is an associate professor of mathematics education in the College of Education and Health Professions at Columbus State University and serves as the mathematics education graduate programs director. He serves on numerous doctoral committees as both a chair and methodologist. He earned his BS, MS, and PhD. in mathematics education from Auburn University in 2005, 2012, and 2015, respectively. He also completed his MS in statistical science at Colorado State University in 2010.

 Basil previously spent 10 years teaching in public middle and high schools before he became a teacher educator. During this time, he also worked as an instructor at a local junior college. Over the past 17 years of service in teaching mathematics and future teachers of mathematics, he has served in various local mathematics education leadership positions and organizations including Transforming East Alabama Mathematics (TEAM-Math), Auburn University's Teacher Leader Academy, East Alabama Council for Teachers of Mathematics, Woodrow Wilson Fellow, National Mathematics and Science Initiative, and A+ College Ready. He has published works related to teaching mathematics for social justice in numerous books and journals and has a special interest in statistics education.

 Basil's lens for teaching and student learning draws heavily from Vygotsky's theory of social constructivism in which language and culture play essential roles in human intellectual development. Thus, he believes the co-construction of knowledge is paramount in the development of students' social, religious, and mathematical identities. He believes teachers, parents, other students, cultural norms, and other cultural communicative devices play a critical role in shaping students' knowledge of themselves, faith, and mathematics.

Preface
Introduction
Chapter 1: What Is Social Justice and Why Does It Matter in Teaching Mathematics?
Chapter 2: Building and Sustaining a Beloved Community in the Middle School Mathematics Classroom
Chapter 3: Fostering a Classroom to Teach Mathematics for Social Justice
Chapter 4: Instructional Tools for the Social Justice Mathematics Lesson
Chapter 5: Teaching the Social Justice Mathematics Lesson
Chapter 6: The Number System
Lesson 6.1 Food Apartheid: Graphing and Understanding Access to Healthy Food
Lesson 6.2 Cor(o)ner Stores and Food Apartheid
Lesson 6.3 Billionaire Power
Lesson 6.4 Middle School Math to Explore People Represented in Our World and Community
Chapter 7: Ratios and Proportional Relationships
Lesson 7.1 Hey Google, Whös a Mathematician
Lesson 7.2 The True Cost of that $29 T-shirt in the Store Window
Lesson 7.3 Majority and Power
Lesson 7.4 Smoking and Vaping: Targeting of Marginalized Communities by the Tobacco Industry
Lesson 7.5 Health Race and Ratios
Lesson 7.6 Health Inequalities: COVID and Other Health Conditions
Chapter 8: Algebra: Expressions, Equations, and Functions
Lesson 8.1 Gerrymandering of Voting Districts
Lesson 8.2 National Team Pay Investigation
Lesson 8.3 The Black Vote in America: Impact of the 1965 Voting Rights Act
Chapter 9: Statistics and Probability
Lesson 9.1 Playing with Data
Lesson 9.2 The Mathematics of Toxic Air
Lesson 9.3 Gender Pay Gap
Lesson 9.4 How Many Meals Can Minimum Wage Buy
Chapter 10: Geometry
Lesson 10.1 Map Projections
Lesson 10.2 3D Modeling for Water
Lesson 10.3 Water is Life
Lesson 10.4 Accessible Playground
Lesson 10.5 Investigating Areas to Determine Fairness
Chapter 11: Advice From the Field
Chapter 12: Creating Social Justice Mathematics Lessons for Your Own Classroom
Appendix A: Additional Resources
Appendix B: Lesson Resources
Appendix C: Essential Middle Grades Concepts
Appendix D: Social Justice Topics, Standards, and Grade Level Outcomes
Appendix E: Lessons by Essential Middle Grades Concepts, Social Justice Grades 6-8 Outcomes, and Social Justice Topics
Appendix F: Social Justice Mathematics Lesson Planner
References

Learn to design lessons that engage middle school students in mathematics explorations through age-appropriate, culturally relevant social (in)justice topics.