Engaging Students in Analyzing Fentanyl Overdose Data Through Culturally Relevant Teaching

This article explores the implementation of a culturally relevant mathematics lesson in an Algebra, Functions, and Data Analysis (AFDA) classroom, where students analyzed Fentanyl overdose data using mathematical concepts such as rate of change, percent increase, and predictive modeling. Grounded in Culturally Relevant Pedagogy (CRP) and the Culturally Relevant Cognitively Demanding (CRCD) Mathematics Task Framework, this lesson engaged students in real-world problem-solving while fostering critical thinking about social inequities. The project culminated in a gallery walk where students presented their findings. Reflections on student engagement, mathematical reasoning, and recommendations for implementation highlight the impact of CR mathematics on student learning.