ABSTRACT
Developing equity in and through education is a key issue in many countries. This includes Aotearoa (New Zealand). This chapter presents the findings of research involving classroom lessons where thought-provoking economic and financial contexts were used to teach mathematics and statistics alongside social sciences. Particular pedagogies were used to expose and challenge internalised oppression while promoting critical consciousness and curiosity. The requirement to work together in small groups and openly discuss their noticings and wonderings (without any focus on being ‘correct’) was crucial to the success of the lessons. The analysis highlights the powerful intersection between mathematics, economics and finance as well as what teaching with and for a social justice orientation can look like and achieve.
