Interplays of Mathematics and Classism – Math 10 2021 Capstone

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Note: Not final paper uploaded here. This is a collection of some random thought processes, brainstorm, and pre-readings.

What my space looks like when writing interplays-workspace

Research Document

PH’s Grade 4 students lowest in math, science around the world – int’l study | Inquirer News

The Biggest Failure of Math Education: Enabling Elitism and Classism | by Sunil Singh | Medium

Socioeconomic Influence on Mathematical Achievement: What Is Visible and What Is Neglected | SpringerLink

Teachers’ Perception of Social Justice in Mathematics Classrooms


Rough Outline

    • Foreword
      • Personal narrative revealing class divide
      • Expose the current class divide
      • Statement of argument
    • Current status quo
      • How many people can count
  1. Statistical programming for failure
      • Introduction of current ideas
        • Why these ideals are wrong
      • So how does this relate?
    1. Therefore, socioeconomic status thus then predetermines
      • Coupled with the fact that Filipinos want to learn more about just the bare minimum
    • Delving into the roots
      • What are the key factors playing behind socioeconomic status?
      1. Opportunities
      2. Education
      • A more accurate representation would then be Math <-> SES -> Success instead of one leading to the other.
      1. Proven by many studies
      2. 1
  2. Colloquial mathematics
  3. Unending cycle
      • Problem in academic institutions
    • Solutions
    • Conclusion
      • Brief summary
      • Call to action

Idea Dump

Paper 1st-2nd Draft


Cover Text


Circa 2006–When I was 5 years old, while I was on the way home from a sari-sari store one-minute away from my house, I have a replaying memory of how I was counting the change I received the store. I can’t recall exactly, but I think I bought the piso per piece candy.

What I do vividly remember is that I felt annoyed then because the tindera gave me an oozing-from-my-hands sized heaps of 10 cents and 25 cents. Burdened by the heaviness (and as a naive 5 year old), when I passed by the basketball court and came across the area where tall grass covers the ground, I threw away all the coins leaving none behind. Feeling happier, I opened my candy and went back home, pocket empty and mind infused with sweets.

Fast forward to 2021, I still think of how much money that was and how much candy I could have bought with that money. In a population of over 7 billion, I’m just one of many, and truth be told, I’m sure that this behavior is something not only I, but many people display. May it not be a literal form of throwing away money, it may be in the form of wasting money on menial pleasures and impulsive purchases–there’s that side of society provided the privilege in doing so.

The sterling fact remains–we were afforded the privilege in doing so—while many have to scrap for the money I just tossed away.

I’ve had conversations about privilege with my friends for multiple times. I honestly still struggle to completely wrap my head at the reality that poverty is real. I only started to realize this when I entered a state university in senior high.

Apparently, at the other side of the spectrum from those who can impulse buy Shopee finds are people who scrap away at every coin that they see–those who cannot throw away every single coin that they have.

It is evident that in the world exists a class divide wherein those who are in the upper class are afforded the privilege to exist in that bubble whereas those outside that remain in their circle. Clearly, there is an apparent classist system.

The question then is–why? Is it by choice? By laziness (as a detached privileged person would post online “You are rich because you are lazy!")?

In this paper, I argue that the underlying reasons behind the classism is a lack of support in education–specifically, mathematics. Through this manuscript, I hope to unveil the interplays of mathematics and classism–that issues in both exist in a cause-effect spectrum ultimately predefining a person’s faith.

Current Status Quo

16.6% people live below the poverty line.[^2] 6% of Filipino students can apply basic mathematical knowledge in simple situations. [^4] 1% of Filipino students can apply conceptual understanding to solve problems. [^4] 6 out of 10 families are deprived of basic education.[^5] 23.9% are multi-dimensionally deprived.[^5]

First off, I honestly have a love-hate relationship with statistics. While, yes, we learn about things in quantitative and tangible manners, I hate how we use it to reduce people to mere numbers.

The statistics as written above show one aspect of our current status quo: many are deprived of education and many live below the poverty line. Sadly, this is only one of the many problems Philippines faces today–in fact, on top of other problems such as a broken political system or the current pandemic, this drowns in the sea of problems that need to be “urgently addressed” but are tucked down.

That being said, with this problem perpetuating consistently unknowingly with only few granted the privilege of thinking about this problem, how do we solve it?

In order to answer the question, as an avid believer in approaching problems at the root cause, I first seek to unveil the reasons behind this building on the premise that education and socioeconomic status have a relationship predetermining each other.

Predetermination of success

What if I told you I can statistically determine how likely you are to fail?

As we grow up, we are told about how education is integral to success, as well as how grit, motivation, and perseverance are important as we try to traverse to life. At the street, this sounds like: You’re lazy? You’ll be poor!

I scavenged through Google about what a successful person has, or what they have that other people don’t (Insert photo here). I had one search criteria in mind: Look for the articles that are most popular, easy to read, and appealing–or the ones blessed by SEO and traffic. Condensing them, here are the most recurring themes:

Things I went through:

Apparently, all of these focused solely on the motivation/ character aspect of what it takes someone to be successful–which is honestly, a very shallow view. I strongly believe that the total consideration of character is incomplete. To delve deeper into this, as a health student, I would like to reference the social determinants of health –essentially, health does not exist in a vacuum–it is the culmination of multiple factors affecting one’s health.[^1]

If we consider this fact, we can then infer that **one’s conditions are not isolated yes-no relationships determined by one thing (not character especially!)*; rather, they are formed out of multiple atomic factors culminating into one’s circumstance.

Building on my introduction, let’s derive our own success rate equation. (Note: Most definitely not an accurate one).

In order to do this, I’d like to look into two contexts:

  1. What a person is born with (Innate factors)
  2. What a person is subjected to (External factors)

Let’s piece this one by one.

When we are born, we have the following absolute things: sex and parents. An important thing to note is that our parents by default determine our socioeconomic status. In mathematical notation, this would look like the following:

$innate factors=sex+socioeconomic status$

That being said, in this consideration, socioeconomic status itself can serve as headsign with “I will be around 50% successful in relationship to Elon Musk.”

Of course, socioeconomic status is comprised of too many things. Then, if we add in factors for luck, we can get

$innate factors=sex+socioeconomic status$

$success = (sex)(socioeconomic status)(luck)(character)$

If socioeconomic status hence serves as such an integral factor

In addition, one interesting fact I’d like to point out is that studies show that Filipinos are determined to achieve the bare minimum to be renumerated.[^3] I have yet to find the reason as to why, but I believe it can be attributed


Unsorted Social justice We give little credit.

We unconsiously let a subject gatekeep success for a huge part of our population.

Math is needed.

We live in a system where we statistically let other people fail.

This is not just a crisis of quality of education. It is a crisis of access first and foremost.

Worked on Word after

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