Disclaimers Empowerment through Access and …...Emdin, C. (2016). For white folks who teach in the...
Transcript of Disclaimers Empowerment through Access and …...Emdin, C. (2016). For white folks who teach in the...
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EmpowermentthroughAccessandEquity
Matt Larson NCTM President
Disclaimers
• Iamonmyownjourneytobe5erunderstandissuesofaccessandequity.
• Iamworkingtounpackmyownwhiteness&privilege.
• IamworkingtounderstandNCTM’scurrentandhistoricalroleintheseissues.
Disclaimers• IrecognizethatIrepresentNCTM,anorganizaKonthatatKmesisseenbysomeasconservaKveandslowtochange.
• Assuch,IamseenbysomeasrepresenKng,atbest,incrementalchangewithinthecurrentsystem(Iwillreturntothisattheend).
Disclaimers
• IwilllikelymakeunintenKonalerrorsininterpretaKonandmisuselanguage.IwelcomefeedbackfromcriKcalfriends.
TheNeedforGraceandSpace
Wehaveaduty,allofus,tounderstandraceissues,especiallywithallthat’sgoingoninournaKontoday.Wehaveadutytoapproachitwithacultureofinquiry…inthemathemaKcalcommunity,let’sprovideeachotherthegraceandspacetotalkaboutthesedifficultthings....
Francis Su, MAA Past President.
“Freedom through Inquiry.” Address at the Inquiry-Based Learning Forum & 19th Annual Legacy of R. L. Moore Conference. August 4, 2016.
TheNeedforGraceandSpace
Andifweprovideeachotherwiththegraceandspacetotalkaboutracewithoutshame,wewon’thavetofearsayingridiculousthings.We’llbeabletoforgiveeachotherforwaysinwhichwemightinadvertentlyoffend.
Francis Su, MAA Past President.
“Freedom through Inquiry.” Address at the Inquiry-Based Learning Forum & 19th Annual Legacy of R. L. Moore Conference. August 4, 2016.
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Goals
• LookathowIthinkNCTMfounditselfinitscurrentposiBonwithrespecttoAccessandEquity.
• DiscussNCTM’sre-framingofAccessandEquity.
• RespondtosomeissuesraisedbycriBcsofNCTM’s(in)acBons,i.e.conBnuethedialogue.
Goals• LookatsomeNCTMacBonstepswithrespecttoaccess,equityandempowerment.
• LookatwhyweteachmathemaBcs.
• Comments/QuesBons
NCTM’sCurrentFocusonAccessandEquity
TheConversaBonConBnues
TheNCTMBoardDiscussedtheseArBclesand
ImplicaBonsatitsFebruaryMeeBng
IamthankfulforProfessorMarKn’scourageousvoiceinconKnuingtoraisetheseimportantissues,forNCTM’sopeningthemselvestocriKcalanalysis,andforJUME’shosKngofthisimportantdialogue.IhopethatNCTMwillembracetheseandotherissueswithgenuineinterestandacKonandthatallofusaseducatorswillcriKcallyinterrogateourowncomplicity.
ConcernsRaisedAboutNCTM’sResponsetotheMarBnCriBque
Meyer, B. (2016). A critical dialogue: Continuing the conversation about ‘the collective Black and Principles to Actions. Journal of Urban Mathematics Education, 9(2), 29-32.
HowdidNCTMfinditselfinitscurrentposiBon?
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ThecurrentreformmovementinmathemaKcseducaKonhasbeenframedwithinadiscussionofnaKonaleconomicinterests.
MathEducaBonReformHasBeenDrivenbyEconomicConcerns
Tate, W. F. (2013). Race, retrenchment, and the reform of school mathematics. In E. Gutstein & B. Peterson (Eds.), Rethinking mathematics: Teaching social justice by the numbers, second edition (pp. 42-51). Milwaukee, WI: Rethinking Schools.
MercanKleschoolsin14thcenturyEuropebeganteachingcommercialarithmeKcoutofagrowingeconomicneedforefficientcalculaKon.
EconomicConcernsHaveLongDrivenMathemaBcsEducaBon
Harouni, H. (2015). Toward a political economy of mathematics education. Harvard Educational Review, 85(1), 50-74.
Asbusinessgrewinthe[American]colonies,theneedformoreciKzenstobeabletoperformsimplearithmeKcincreased,andeventually,schoolsaddedarithmeKctotherequiredsubjects.
EconomicConcernsHaveLongDrivenMathemaBcsEducaBon
Jones,P.S.,&Coxford,A.F.Jr.(Eds.).(1970).Ahistoryofmathema2cseduca2onintheUnitedStatesandCanada(32ndYearbook).Reston,VA:NaKonalCouncilofTeachersofMathemaKcs.
Economic/NaBonalDefenseOriginsof20thCenturyMathEducaBonReforms
Fey, J. T., & Graeber, A. O. (2003). From the new math to the Agenda for Action. In G.M.A. Stanic & J. Kilpatrick (Eds.), A history of school mathematics (Vol. 1, pp. 521-558). Reston, VA: National Council of Teachers of Mathematics.
• WWII:AmericanrecruitsdidnothavesufficientbasiccomputaKonalandproblemsolvingskills.
• SovietlaunchingofSputnikin1957.
AnAgendaforAc,onPointedtoMathemaBcsLearningforMoreThanEconomic/NaBonalDefenseReasons
NCTM. (1980). An agenda for action. Reston, VA.
AllreasonablemeansshouldbeemployedtoassurethateveryonewillhavethefoundaKonofmathemaKcallearningessenKaltofulfillinghisorherpotenKalasaproducKveciKzen.
ANa2onatRisk(1983):
Ifanunfriendlyforeignpowerhada5emptedtoimposeonAmericathemediocreeducaKonalperformancethatexiststoday,wemightwellhavevieweditasanactofwar.
Standards-BasedReformHasItsOrigininNaBonalDefense/EconomicConcerns
National Commission on Excellence in Education. (1983, April). A nation at risk: The imperative for educational reform. Washington, DC: US Department of Education.
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ThesocialinjusKcesofpastschoolingpracKcescannolongerbetolerated…MathemaKcshasbecomeacriKcalfilterforemploymentandfullparKcipaKoninoursociety.
WecannotaffordtohavethemajorityofourpopulaKonmathemaKcallyilliterate:Equityhasbecomeaneconomicnecessity.(p.4)
NCTMJoinedtheDominateNarraBve
NCTM. (1989). Curriculum and evaluation standards for school mathematics. Reston, VA: NCTM.
ProfessionalTeachingStandardsforMathema,cs(NCTM,1991)
Calledforteachersto(amongotherthings):• Buildonstrengthsfromstudents’ linguisBc,ethnic,racial,gender,andsocioeconomicbackgrounds;
• HelpstudentstobecomeawareoftheroleofmathemaKcsinsocietyandculture;
• ExposestudentstothecontribuBonsofvariousculturestotheadvancementofmathemaBcs.
TheneedformathemaKcsinachangingworld:
• Mathema2csforLife–knowingmathemaKcscanbepersonallysaKsfyingandempowering.
• Mathema2csasapartofculturalheritage.
• Mathema2csfortheworkplace.
• Mathema2csforthescien2ficandtechnicalcommunity.
NCTMAXemptedtoBroadentheNarraBve
NCTM. (2000). Principles and Standards for School Mathematics. Reston, VA: NCTM. (p. 4)
NoChildLeiBehindmoKvesarecastinthenaKonalinterestratherthanaimedatdevelopingatrulydemocraKcsociety.
NCLBEmphasizedTradiBonalEconomicNaBonalInterestArguments
Berry, R. Q. III, Ellis, M., & Hughes, S. (2014). Examining a history of failed reforms and recent stories of success: mathematics education and Black learners of mathematics in the United States. Race Ethnicity and Education, 17(4), 540-568.
Thestandardsaredesignedtoberobustandrelevant…reflecKngtheknowledgeandskillsthatouryoungpeopleneed...WithAmericanstudentsfullypreparedforthefuture,ourcommuniKeswillbebestposiKonedtocompetesuccessfullyintheglobaleconomy.
TheCommonCoreIniBaBveConBnuedtheSameNarraBve
NaKonalGovernorsAssociaKonCenterforBestPracKcesandCouncilofChiefStateSchoolOfficers.2010a.CommonCoreStateStandardsIniKaKve,MissionStatement.h5p://www.corestandards.org/.
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Thereareintensedebatesfocusingoncurriculum,teaching,learning,andassessment,butfewdebatesonunderstandingtherealiBesofchildren’slives.
WhatisUsuallyMissingFromCurrentMathemaBcsEducaBonDebates?
Berry, R. Q. III, Ellis, M., & Hughes, S. (2014). Examining a history of failed reforms and recent stories of success: mathematics education and Black learners of mathematics in the United States. Race Ethnicity and Education, 17(4), 540-568.
TheworktobecometrulyeffecKveeducators[ofmarginalizedstudents]requiresanewapproachtoteachingthatembracesthecomplexityofplace,space,andtheircollecKveimpactonthepsycheofurbanyouth...TeachingtowhostudentsarerequiresarecogniKonoftheirrealiBes.
WeMustRecognizeStudents’RealiBesinOurWork
Emdin, C. (2016). For white folks who teach in the hood … and the rest of y’all too: reality pedagogy and urban education. Boston, MA: Beacon Press.
‘Equity’isframed[inPtA]almostexclusivelyinthedominanttermsofaccessandachievement…Whydon’ttheseissues[idenKty,agency,power]featuremoreprominentlyintheframingofequityandintherecommendaKonsforpracKce?
ConcernsRaisedAboutNCTM’sResponsetotheMarBnCriBque
Meyer, B. (2016). A critical dialogue: Continuing the conversation about ‘the collective Black and Principles to Actions. Journal of Urban Mathematics Education, 9(2), 29-32.
• NCTMhasre-framedAccessandEquitytoincludeEmpowerment,tocapturethecriKcalconstructsofiden2ty,agency,andsocialjus2ce.
• TheBoardmodifieditsstrategicprioriKestoreflectthisreframingofNCTM’sscopetoincludemorethanjustaccessandequity.
NCTMAcBonSteps
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PrinciplestoAc,onsProfessionalResourcesToolkit
LeveragesIdenKtyandAgencytoFrameAccessandEquity• Vigne5esandthevoicesofstudents,teachers,andother
schoolpersonnelareusedtodevelopidenKty(beliefsaboutoneself,mathemaKcs,etc.)andagency(thepresentaKonofone'sidenKty)asaframeworkfordefiningandaddressingobstacles.
• EffecKveTeachingPracKcessupporttheculKvaKonofaposiKveidenKtyandagency.
Innov8 Premiere
Breaking Barriers: Actionable Approaches to Reach Each and Every Learner in
Mathematics
November 15 – 17, 2017
Las Vegas, NV
2017
EducaKonally,mathemaKcshasplayedaroleasagatekeeper,resultedinintellectualtrauma,andbeenusedasatoolforthepreservaKonofWhiteprivilege,e.g.throughthejusKficaKonoftracking...WhyisNCTMvirtuallysilentabouttheroleofmathemaKcsasaninstrumentofoppression?
ConcernsRaisedAboutNCTM’sResponsetotheMarBnCriBque
Meyer, B. (2016). A critical dialogue: Continuing the conversation about ‘the collective Black and Principles to Actions. Journal of Urban Mathematics Education, 9(2), 29-32.
MathemaBcsEducaBonisaPowerfulForce(PosiBveandNegaBve)
MathemaKcseducaKonoienreinforces,ratherthanmoderates,inequaliKesineducaKon.
OECD. (2016). Equations and inequalities: Making mathematics accessible to all. Paris: PISA OECD Publishing. Downloaded at http://dx.doi.org/10.1787/9789264258495-en.
Studentsfrommarginalizedgroupsnotonlya5endschoolswithfewerqualifiedteachersbutalsohavelessaccesstocollegepreparatorypathways,andaremorelikelytobeenrolledinadistrictthatemploysinstrucKonalpracKcesthatcenteronpreparaKonforstandardizedtests.
AccessRemainsaCriBcalIssue
Nasir, N. S. (2016). Why should mathematics educators care about race and culture? Journal of Urban Mathematics Education, 9(1), 7-18.
AccessandEquity.AnexcellentmathemaKcsprogramrequiresthatall[eachandevery]studentshaveaccesstohigh-qualitymathemaKcscurriculum,effecKveteachingandlearning,highexpectaKons,andthesupportandresourcesneededtomaximizetheirlearningpotenKal.
AccessRemainsaCriBcalIssue
NCTM. (2014). Principles to Actions: Ensuring Mathematical Success for All. Reston, VA: NCTM.
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NCTM. (2014). Principles to Actions: Ensuring Mathematical Success for All. Reston, VA: NCTM.
BeliefsaboutaccessandequityinmathemaBcs,con,nuedUnproducBvebeliefs ProducBvebeliefs
MathemaKcslearningisindependentofstudents’culture,condiKons,andlanguage,andteachersdonotneedtoconsideranyofthesefactorstobeeffecKve.
EffecKvemathemaKcsinstrucKonleveragesstudents’culture,condiKons,andlanguagetosupportandenhancemathemaKcslearning.
Trackingpromotesstudents’achievementbyallowingstudentstobeplacedin“homogeneous”classesandgroupswheretheycanmakethegreatestlearninggains
ThepracKceofisolaKnglow-achievingstudentsinlow-levelorslower-pacedmathemaKcsgroupsshouldbeeliminated.
Onlyhigh-achievingorgiiedstudentscanreasonabout,makesenseof,andpersevereinsolvingchallengingmathemaKcsproblems.
AllstudentsarecapableofmakingsenseofandperseveringinsolvingchallengingmathemaKcsproblemsandshouldbeexpectedtodoso.Manymorestudents,regardlessofgender,ethnicity,andsocioeconomicstatus,needtobegiventhesupport,confidence,andopportuniKestoreachmuchhigherlevelsofmathemaKcalsuccessandinterest.
• Examinedtheimpactofstudents’lackofopportunitytoreasonandmakesenseofmathematics(access)
• Englishlearnersinthemathematics
classroom• Studentswithdisabilities• Policyissuesstandingasobstaclesto
access&equitableoutcomes
• Effectivemathematicslearningcommunities
Structchens,M.E.,&Quander,J.R.(2011).NCTM.
NCTMHasPreviouslyAddressedthisIssue
ThepowerandstatusofschoolmathemaKcsoienmanifestthemselvesindecisionsaboutwhatcontentgetstaught,towhichstudents,andbywhichteachers…whatgetstaughtinthemathemaKcsclassroomshapesthemathemaKcsidenKKesofbothstudentsandteachers.
WhoTeachesWhomWhat?
Aguirre, J. M., Mayfield-Ingram, K., & Martin, D. B. (2013). The impact of identity in K-8 mathematics learning and teaching: Rethinking equity-based practices. Reston, VA: NCTM.
AccessRemainsaCriBcalIssue
AcrossOECDcountries,morethan70%ofstudentsa5endschoolswhoseprincipalreportedthatstudentsaregroupedbyability[“ability”]formath…reducingability-groupingcanreducetheinfluenceofsocio-economicstatusonstudents’opportuniKestolearn.
OECD. (2016). Equations and inequalities: Making mathematics accessible to all. Paris: PISA OECD Publishing. Downloaded at http://dx.doi.org/10.1787/9789264258495-en.
• NaKonwide48%ofhighschoolsoffercalculus.
• NaKonwide78%ofhighschoolsofferAlgebraII.
High-RigorCourseAccessisNotaRealityintheUnitedStates
U.S. Department of Education, Office for Civil Rights. (June 7, 2016). 2013-14 Civil Rights Data Collection: A First Look. Accessed at http://www2.ed.gov/about/offices/list/ocr/docs/crdc-2013-14.html
• 33%ofhighschoolswithhighblackandLaKna/ostudentenrollment(greaterthan75%)offercalculus,comparedto56%ofhighschoolswithlowblackandLaKna/ostudentenrollment(lessthan25%).
High-RigorCourseAccessisNotaRealityintheUnitedStates
U.S. Department of Education, Office for Civil Rights. (June 7, 2016). 2013-14 Civil Rights Data Collection: A First Look. Accessed at http://www2.ed.gov/about/offices/list/ocr/docs/crdc-2013-14.html
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• 71%ofhighschoolswithhighblackandLaKnostudentenrollmentofferAlgebraII,comparedto84%ofhighschoolswithlowblackandLaKna/oenrollment.
High-RigorCourseAccessisNotaRealityintheUnitedStates
U.S. Department of Education, Office for Civil Rights. (June 7, 2016). 2013-14 Civil Rights Data Collection: A First Look. Accessed at http://www2.ed.gov/about/offices/list/ocr/docs/crdc-2013-14.html
TypeandQualityofInstrucBonMaXers
WhileeducaKonsystemshavegenerallydonewellinprovidingequitableaccesstothequan2tyofmathemaKcseducaKon–inthesensethatmarginalizedstudentsspendaboutthesameKmeinmathemaKcsclassesinschoolastheirnon-marginalizedpeers–thedatashowlargedifferencesinthequalityoflearningexperiences.
OECD. (2016). Equations and inequalities: Making mathematics accessible to all. Paris: PISA OECD Publishing. Downloaded at http://dx.doi.org/10.1787/9789264258495-en.
Whilemarginalizedstudentstendtolearnsimplefactsandfiguresandareexposedtosimpleappliedproblems,theirprivilegedcounterpartsexperiencemathemaKcsinstrucKonthathelpthemthinklikeamathemaKcian,developdeepconceptualunderstandingandadvancedmathemaKcalreasoningskills.
OECD. (2016). Equations and inequalities: Making mathematics accessible to all. Paris: PISA OECD Publishing. Downloaded at http://dx.doi.org/10.1787/9789264258495-en.
TypeandQualityofInstrucBonMaXers
TrackingPersistsinNewForms
AERA.(2006).Dothemath:CogniKvedemandmakesadifference.ResearchPoints:Essen2alInforma2onforEduca2onPolicy,4(2).
AlthoughmanyschoolshavedoneawaywithtradiKonalthree-tracksorKng,hiddenformsoftrackingpersist…Forexample,analgebracoursemightsortstudentsintofastandslowspeedsoflearning,sothatbytheendoftheyearstudentsinthesameclasshavenothadthesameopportunitytolearn.
AllTooO^entheTeachersareTracked
Teachersthemselvesaretracked,withthosejudgedtobethemostcompetent,experienced,orhighstatusassignedtothetoptracksandthosewiththeleastexperienceandtrainingassignedtothelowertracks.
Darling-Hammond, L. (2007). The flat earth and education: How America’s commitment to equity will determine our future. Educational Researcher, 36(6), 318-334.
Inastudyof29districtsin16states,marginalizedstudentsingrades4though8hadaccesstolesseffecKveinstrucKonthannon-marginalizedstudents,andthatlackofaccesspersistedoverKme.
WhoisTeachingWhom?
Isenberg, E., Max, J., Gleason, P., Potamites, L., Santillano, R., Hock, H., & Hansen, M. (2013). Access to effective teaching for disadvantaged students (NCEE 2014-4001). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.
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Education Trust. (2005). Gaining traction, gaining ground: How some high schools accelerate learning for struggling students. Washington, DC: Education Trust.
WeexpectthattheverybestdoctorswilltreatthemostgrievouslyillpaKents.
ItshouldbenodifferentineducaKon.Greatteachershavetheskillstohelpthestudentswhostrugglethemost.
AddiBonalNCTMAcBonSteps
NCTMjoinedanumberofothermathemaKcseducaKonorganizaKons,includingAMTE,NCSM,TODOS,andBenjaminBannekerthisyearinparKcipaKnginACallforACollec2veAc2ontoDevelopAwareness:EquityandSocialJus2ceinEduca2on
NCTMAcBonSteps
NCTMmadeacommitmenttostopusingdeficitlanguage.
NCTMAcBonSteps
Stopdeficit-orientedlanguageinmathemaKcseducaKonworkandhelpeducateothersabouthowtheseperpetuatenegaKveframingsofchildrenandcommuniKes.
RCEquityAcBonSteps
Aguirre, J., Herbel-Eisenmann, B., Celedon-Pattichis, S., Civil, M. Wilkerson, T., Stephan, M., Pape, S., & Clements, D. H. (2017). Equity within mathematics education research as a political act: Moving from choice to intentional collective professional responsibility. Journal for Research in Mathematics Education, 48(2), 124-147.
AWorkinProgress
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• TheNCTMBoardandstaffareengagingintheirownprofessionallearningonissuessurroundingaccess,equity,andempowerment.ThisincludesacommonbookstudydevotedtoTheImpactofIden2tyinK-8Mathema2cs.
• TheBoardandstaffalsoengaged
inprofessionaldevelopmentwiththeNaKonalAllianceforPartnershipsinEquity
NCTMAcBonSteps
• EquitableAccess:ACommonGoalofHighQualityLearning(highexpecta2onsanddifferen2a2on)[PK-2,3-5,6-8*,9-12].EditedbyMartaCivil
• TheElaboraKonbookaddressingtheAccessandEquityPrinciplewillembracetheaddiKonalconceptofempowermentbyincludingthetopicsofstudentidenKty,agency,andteachingmathemaKcsforsocialjusKce.
NCTMAcBonSteps
The2018AnnualPerspec2vesinMathema2csEduca2onwilladdressissuessurroundingaccess,equity,andempowerment.Thevolume’sworkingKtleisRe-humanizingMathema2csTeachingandLearningforStudentsWhoAreLa2n@/XandBlack.
NCTMAcBonSteps
IntheopeningofPtA,thereisasecKonKtled‘ProgressandChallenge.’Initprogressandchallengesarereferencedintermsofdominantmeasures–NAEPscores,PISAscores,ACT/SATscores,APcoursetakingpa5erns,‘collegeandcareerreadiness,’and‘readinessforcollegemathemaKcs’…
ConcernsRaisedAboutNCTM’sResponsetotheMarBnCriBque
Meyer, B. (2016). A critical dialogue: Continuing the conversation about ‘the collective Black and Principles to Actions. Journal of Urban Mathematics Education, 9(2), 29-32.
...Broader,ordifferent,educaKonalaims–perhapsincludingautonomy,strengtheningcommunity,anK-biaseducaKon–wouldlikelyleadtoadifferentsetofmeasures.WhatdoesNCTMtaketobethegoalsofeducaKon?
ConcernsRaisedAboutNCTM’sResponsetotheMarBnCriBque
Meyer, B. (2016). A critical dialogue: Continuing the conversation about ‘the collective Black and Principles to Actions. Journal of Urban Mathematics Education, 9(2), 29-32.
WhydoweteachmathemaBcs?WhyshouldstudentslearnmathemaBcs?
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TheNCTMVisionStatement
WeenvisionaworldwhereeveryoneisenthusedaboutmathemaKcs,seesthevalueandbeautyofmathemaKcs,andisempoweredbytheopportuniKesmathemaKcsaffords.
WhatDoesitMeantobeEmpoweredbyMathemaBcs?
• Itismorethancollegeandcareerpreparedness(important)
• Itismorethanenhancingourcountry’seconomiccompeKKveness&naKonaldefense(important)
• Itmeansstudentsarepreparedthroughtheir
mathemaKcseducaKontoinvesKgateandcriKqueinjusKce,andtochallenge,inwordsandacKons,oppressivestructuresandacts(Gutstein,2016).
NCTMAcBonSteps
AtitsJuly2016meeKng,theNCTMBoardofDirectorsunanimouslyvotedtoendorsetheNCSM/TODOSjointposiKonstatement,Mathema2csEduca2onThroughtheLensofSocialJus2ce
TradiKonally,mathemaKcseducaKonhasbeenconnectedtoissuesofnaKonaleconomicsurvival,ratherthantothedevelopmentofdemocraKcciKzenshipthroughcriKcalthinkinginmathemaKcs.
WeAlsoNeedtoFocusonMathemaBcsForAcBveParBcipaBoninOurDemocraBc
Society
Tate, W. F. (2013). Race, retrenchment, and the reform of school mathematics. In E. Gutstein & B. Peterson (Eds.), Rethinking mathematics: Teaching social justice by the numbers, second edition (pp. 42-51). Milwaukee, WI: Rethinking Schools.
ItisequallyimportanttorecognizethatimprovingopportuniKesforemploymentisarealexpectaKonthatstudentsandparentshaveofschool.ButpreparaKonforthejobmarketisindeedpreparaKonforthecapabilityofdealingwithnewchallenges.
D’Ambrosio, U. (2012). A broad concept of social justice. In A. A. Wager & D. W. Stinson (Eds.), Teaching mathematics for social justice: Conversations with educators (pp. 201-213). Reston, VA: NCTM.
TradiBonalGoalsRemainImportant
StudentsneedfullopportuniKestolearnmathemaKcsformanyreasons–economicsurvivalforthemselves,theirfamilies,andtheircommuniKes;futureeducaKonandmeaningfulvocaKonalorcareerplans;readingandwriKngtheworld(usemathemaKcstocomprehendandchangetheworld);andfullactualizaKonoftheirhumanpotenKal.
WeShouldLearnMathforMulBpleReasons
Gutstein, E. (2016). “Our issues, our people – math as our weapon: Critical mathematics in a Chicago neighborhood high school. Journal for Research in Mathematics Education, 47(5), 454-504.
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Today,morethanever,itisinsufficienttojustteachandlearnmathemaKcsinmathemaKcsclass…weliveinaKmeofdeep,sustained,globalcrises–sociopoliKcal,economic,andecological...Ifyoungpeoplearetobepreparedforthechallengesofthefuture,involvingtheminreadingandwriKngtheworldtodayisessenKalfortomorrow.
Gutstein, E. (2016). “Our issues, our people – math as our weapon: Critical mathematics in a Chicago neighborhood high school. Journal for Research in Mathematics Education, 47(5), 454-504.
NeverHasBroadeningtheGoalsofMathemaBcsLearningBeenMore
Important
MathemaKcsliteracyisessenKaltoinformedandacKveengagementasamemberofoursociety.WeliveinaworldwheremathemaKcsisincreasinglyusedtocharacterizesocietalproblemsandformulatesoluKons.
NeverHasBroadeningtheGoalsofMathemaBcsLearningBeenMore
Important
Post-truth:relaKngtoordenoKngcircumstancesinwhichobjecKvefactsarelessinfluenKalinshapingpublicopinionthanappealstoemoKonandpersonalbelief.
The2016WordoftheYear
Oxford English Dictionary. (2016). London: Oxford University Press.
“AlternaBve
Facts”
“FakeNews”
April3,2017
NCTMAcBonSteps:Why?HighSchoolMathemaKcsTaskForce:PathwaysthroughHighSchoolMathema2cs:BuildingFocusandCoherence(workingKtle).•AddressthepurposeofhighschoolmathemaKcsandincludeguidingprinciples(non-negoKables)suchasaccess,equity,andempowerment;•Definemathcurricularpathwaysleadingtocollegepathwaysandcareerreadiness,aswellasacKveparKcipaKoninourdemocraKcsociety;andThegoalofhighschoolmathemaKcseducaKonmustalwaysbetoexpandopKonsforstudentsinwaysthatappropriatelyaccommodatethepost-secondarygoalsofdifferentstudents.
SostudentsareempoweredbymathemaKcstoimprovetheirownlivesandcriKcallyunderstandtheuses(andabuses)ofmathemaKcsinsociety,therebyleadingtosocietalimprovement.
WhyIBelieveWeTeachMathemaBcs:CriBqueandSenseMaking
Adapted from: Ernest, P. (2010). Why teach mathematics? Professional Educator, 9(2). 45-47.
StudentsmustbeabletoidenKfy,interpret,evaluateandcriKquethemathemaKcsembeddedinsocial,commercialandpoliKcalsystems,aswellasclaimsmadeintheprivateandpublicsectorandininterest-grouppronouncements.
WhyIBelieveWeTeachMathemaBcs:CriBqueandSenseMaking
Adapted from: Ernest, P. (2010). Why teach mathematics? Professional Educator, 9(2). 45-47.
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EverymemberofoursocietyneedstounderstandboththepowerandthelimitsofmathemaKcsinordertorejectspuriousormisleadingclaimsandstanduptothoseinpowerasnecessary.
Adapted from: Ernest, P. (2010). Why teach mathematics? Professional Educator, 9(2). 45-47.
WhyIBelieveWeTeachMathemaBcs:CriBqueandSenseMaking
Throughoutthisdocument,a5enKontoequity,diversity,andsocialjusKceissueshastakenacentralfocus…NoteachereducaKonprogramcanhopetomakesubstanKalimprovementtowardsthevisionofthisdocumentwithoutplacingissuesofequity,diversity,andsocialjusKcefrontandcenter…
AMTE. (2017). Standards for preparing teachers of mathematics.
DoOurTeacherPreparaBonProgramsDevelopTeachersThatCanAddressthe
MulBpleReasonsWeTeachMathemaBcs?
EquityneedstobecomealensthroughwhichallaspectsofprogramspreparingteachersofmathemaKcsareviewed.ThequesKon,“HoweffecKvewasthisexperienceinculKvaKngtheteachercandidate’sabilitytosupporteachandeverylearner?”needstobecomecentralasdecisionsaboutprogramsaremade.(EquityisAssumpKon#1.)
AMTE. (2017). Standards for preparing teachers of mathematics.
DoOurTeacherPreparaBonProgramsDevelopTeachersThatCanAddressthe
MulBpleReasonsWeTeachMathemaBcs?
Wehavealongstanding,thoroughlydocumented,andseeminglyintractableprobleminmathemaKcseducaKon:inequity.Childrenofcertainracial,ethnic,language,gender,ability,andsocio-economicbackgroundsexperiencemathemaKcseducaKoninschooldifferentlyandmanyaredisaffectedbytheirmathemaKcseducaKonexperience.
TheChallenge
Aguirre, J., Herbel-Eisenmann, B., Celedon-Pattichis, S., Civil, M. Wilkerson, T., Stephan, M., Pape, S., & Clements, D. H. (2017). Equity within mathematics education research as a political act: Moving from choice to intentional collective professional responsibility. Journal for Research in Mathematics Education, 48(2), 124-147.
IsNCTMthekindoforganizaKonthatiscapableoffacilitaKngthekindofviolentreformnecessarytochangethecondiKonsofAfricanAmerican,LaKn@,Indigenous,andpoorstudentsinmathemaKcseducaKon?
CanNCTMAddresstheChallenge?
Martin, D. B. (2015). The collective Black and Principles to Actions. Journal of Urban Mathematics Education, 8(1), 17-23.
AneworganizaKonmustemergetospeakbacktoNCTM,whollyconvincedthatthenatureofNCTMasanorganizaKoncouldneverdirectnorcondonetheworkthatwouldradicallychangethecondiKonsofAfricanAmerican,LaKn@,Indigenous,poor,queer,andotherwiseunderservedstudents.
Lawler, B. (2016). To rectify the moral turpitude of mathematics education. Journal of Urban Mathematics Education, 9(2), 11-28.
CanNCTMAddresstheChallenge?
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Wemust,together,findwaystosolvethisproblemwithallitsfacetsandemployamoreanK-oppressiveandhumancourseformathemaKcseducaKon.
Aguirre, J., Herbel-Eisenmann, B., Celedon-Pattichis, S., Civil, M. Wilkerson, T., Stephan, M., Pape, S., & Clements, D. H. (2017). Equity within mathematics education research as a political act: Moving from choice to intentional collective professional responsibility. Journal for Research in Mathematics Education, 48(2), 124-147.
• Worktogether(orworkinparallel).Weneedto
workinanatmosphereof“spaceandgrace.”
• ConKnueto“talkback”toNCTM.
• SupportimplementaKonoftheAMTEStandards.
• EmphasizethemulKplereasonsforteachingandlearningmathemaKcs.
CalltoAcBon
• SupportimplementaKonoftheResearch
Commi5eeEquityAcKonRecommendaKons,including:
• Acknowledgeandlearnaboutsystemsfromwhichyoubenefitfromunearnedprivilege
• Engagecolleaguesandfriendsinexplicitlytalkingaboutrace,class,genderandothersystemsofprivilegeandoppression
CalltoAcBon