Moving towards Equity and Opportunity

Lesa M. Covington Clarkson, PhDUniversity of Minnesota

Mathematics in Urban Settings

“Today, I want to argue, the most urgent social issue affecting poor people and people of color is economic access…”

“…In today’s world, economic access and full citizenship depend crucially on math and science literacy. I believe that the absence of math literacy in urban and rural communities throughout this country is an issue as urgent as the lack of registered voters in Mississippi was in 1961.”

What’s your number???

Step 1

Write down any number

Step 2

Add the number that is 1 less than the original number

Step 3

Add to the result

Step 4

Divide the sum by 2

Step 5

Subtract the original number

What’s your number???

1. n

2. n +(n-1) = 2n - 1

3. n + (n-1) +9 = 2n + 8

4. (2n + 8) ÷ 2 = n + 4

5. (n + 4) – n = 4

What’s your number???

• Write down any whole number

• Add the number that is 1 less than the original number

• Add 9 to the result• Divide the sum by 2• Subtract the original

number• What is the result?

• n

• n +(n-1)

• n + (n-1) +9 = 2n + 8• (2n + 8) ÷ 2 = n + 4• (n + 4) – n =

What’s your number???

Grade 3Use multiplication and division basic facts to represent a given problem situation using a number sentence. Use number sense and multiplication and division basic facts to find values for the unknowns that make the number sentences true.

• n

• n +(n-1) = 2n - 1

• n + (n-1) +9 = 2n + 8

• (2n + 8) ÷ 2 = n + 4

• (n + 4) – n = 4

What’s your number???

Grade 4Use multiplication, division and unknowns to represent a given problem situation using a number sentence. Use number sense, properties of multiplication, and the relationship between multiplication and division to find values for the unknowns that make the number sentences true.

• n

• n +(n-1) = 2n - 1

• n + (n-1) +9 = 2n + 8

• (2n + 8) ÷ 2 = n + 4

• (n + 4) – n = 4

What’s your number???

Grade 5Evaluate expressions and solve equations involving variables when values for the variables are given.

• n

• n +(n-1) = 2n - 1

• n + (n-1) +9 = 2n + 8

• (2n + 8) ÷ 2 = n + 4

• (n + 4) – n = 4

What’s your number???

Grade 6Apply the associative, commutative and distributive properties and order of operations to generate equivalent expressions and to solve problems involving positive rational numbers.

• n

• n +(n-1) = 2n - 1

• n + (n-1) +9 = 2n + 8

• (2n + 8) ÷ 2 = n + 4

• (n + 4) – n = 4

What’s your number???

Grade 7Represent real-world or mathematical situations using equations and inequalities involving variables and positive and negative rational numbers.

• n

• n +(n-1) = 2n - 1

• n + (n-1) +9 = 2n + 8

• (2n + 8) ÷ 2 = n + 4

• (n + 4) – n = 4

•To eliminate one high school course

•To prepare a larger pool of candidates for STEM careers

•To put students on track to take calculus in high school

Why algebra before high school?

Mathematics Proficiency

• What math do students need to know?• Who knows it?• What do you do when they don’t know it?• What do you do when they already know it?

African Amer-ican

Asian American Latino Native Amer-ican

White0

10

20

30

40

50

60

70

Overall Student Population

AP Examinee Population

Class of 2009: AP ExamineesUS Public Schools

Why it matters…

AP students are more likely to graduate from college in four years - students who take longer to graduate at public colleges and universities can spend up to $19,0001 for each additional year semester.

“The number of college and university mathematics courses is the single greatest indicator of lifetime earning potential…”

Aldeman (1994). Lessons of a Generation

“The number of college and university mathematics courses is the single greatest indicator of lifetime earning potential…”

Aldeman (1994). Lessons of a Generation

Strategies to Ponder

• Mathematics experiences (inside and outside the classroom)

• Mathematics preparedness• Transitions conversations• Professional preparation• Community support• Family support• Continual engagement