Disclaimers Empowerment through Access and …...Emdin, C. (2016). For white folks who teach in the hood … and the rest of y’all too: reality pedagogy and urban education. Boston,

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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?



•  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?



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.


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.


AcrossOECDcountries,morethan70%ofstudentsa5endschoolswhoseprincipalreportedthatstudentsaregroupedbyability[“ability”]formath…reducingability-groupingcanreducetheinfluenceofsocio-economicstatusonstudents’opportuniKestolearn.


•  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%).



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•  71%ofhighschoolswithhighblackandLaKnostudentenrollmentofferAlgebraII,comparedto84%ofhighschoolswithlowblackandLaKna/oenrollment.



TypeandQualityofInstrucBonMaXers

WhileeducaKonsystemshavegenerallydonewellinprovidingequitableaccesstothequan2tyofmathemaKcseducaKon–inthesensethatmarginalizedstudentsspendaboutthesameKmeinmathemaKcsclassesinschoolastheirnon-marginalizedpeers–thedatashowlargedifferencesinthequalityoflearningexperiences.


Whilemarginalizedstudentstendtolearnsimplefactsandfiguresandareexposedtosimpleappliedproblems,theirprivilegedcounterpartsexperiencemathemaKcsinstrucKonthathelpthemthinklikeamathemaKcian,developdeepconceptualunderstandingandadvancedmathemaKcalreasoningskills.


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’…



...Broader,ordifferent,educaKonalaims–perhapsincludingautonomy,strengtheningcommunity,anK-biaseducaKon–wouldlikelyleadtoadifferentsetofmeasures.WhatdoesNCTMtaketobethegoalsofeducaKon?



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.



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EverymemberofoursocietyneedstounderstandboththepowerandthelimitsofmathemaKcsinordertorejectspuriousormisleadingclaimsandstanduptothoseinpowerasnecessary.



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


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.


•  Worktogether(orworkinparallel).Weneedto

workinanatmosphereof“spaceandgrace.”

•  ConKnueto“talkback”toNCTM.

•  SupportimplementaKonoftheAMTEStandards.

•  EmphasizethemulKplereasonsforteachingandlearningmathemaKcs.

CalltoAcBon

•  SupportimplementaKonoftheResearch

Commi5eeEquityAcKonRecommendaKons,including:

•  Acknowledgeandlearnaboutsystemsfromwhichyoubenefitfromunearnedprivilege

•  Engagecolleaguesandfriendsinexplicitlytalkingaboutrace,class,genderandothersystemsofprivilegeandoppression

CalltoAcBon

Documents

Disclaimers Empowerment through Access and …...Emdin, C. (2016). For white folks who teach in the hood … and the rest of y’all too: reality pedagogy and urban education. Boston,