Social Justice Mathematics

Study Group

Celine Liu, Program Manager - Mathematics

Pronouns: she/her

cliu@acoe.org | @celinesliu

socialjusticemath.acoe.org

Please make a name tent and put your name on both sides!

Session 2: Math Literacy as a Justice Issue

Materials

Whiteboards and markers, erasers

Copies

dongle/clicker

snacks

Overall Goals

  • Create a community of practice for Social Justice oriented maths educators in the Bay Area
  • Develop a working definition of Teaching Maths for Social Justice with a bias towards action
  • Share resources, networks, experiences, and ideas as they pertain to Social Justice maths

Today’s Goals

  • Explore and Experience how one Bay Area school is actualizing their vision of Social Justice Math
  • Convene in role-alike groups to continue clarifying each of our Social Justice Mathematics Education visions and inquiry questions

Got thoughts? Drop them at padlet.com/cliu_acoe/1819_SJMath

Reference Table Tents

Original:

Norms

  • Our time together is precious. WAIT (Why Am I Talking?).
  • In this space, we are all teachers and learners.
  • Assume positive intent. Seek to understand [before making judgments.]
  • Challenge people respectfully. Be respectfully challenged.
  • Be aware of power and voice in the room.
  • Help ensure this is a brave and respectful space for all.
  • Be mindful of use of devices.

These guidelines are derived from a combination of meeting space guidelines developed by Project South, Teachers 4 Social Justice, the Chicago Freedom School, and Free Minds, Free People.

Reference Table Tents

Original:

Proposed Scope & Sequence

Sept 12

Oct 17

Nov 14

Language, Equity, and Mathematics (H. Asturias)

Dec 12

Windows and Mirrors: Integrating Justice Issues into our Math Classes (J. Malamut)

Jan 16

Culturally Responsive Mathematics Teaching (Dr. M. Zavala)

Feb 20

Identity in the Mathematics Classroom (tentative: K. Mayfield-Ingram or Dr. T. Weekes)

Mar 20

Ethnomathematics

Apr 17

Project work time

May 15

PechaKuchas and end of year reflection/celebration

Session 1: Setting the Foundation

Introductions: finding similarities and differences

Readings: (also on table tents)

Voices from Session 1

Takeaways

  • Dedicated space/time to discuss social justice and equity issues in face of “urgency” of daily “problems”
  • Tools/Resources
    • TRU Framework
    • Social Justice in Mathematics in Education statement
    • Which One Doesn’t Belong (for human connections too!)
    • “Sole”-mates and hexagons
  • Modeling of learning stance, womxn of color facilitation

Voices from Session 1

Wonderings/Needs

  • Praxis
    • What will my inquiry question be?
    • How to integrate this into my teaching/work?
    • How will we evolve a working vision of SJMath?
  • Engaging in difficult conversations
    • How to talk comfortably about race? What do I stand ground on? How and when am I flexible?
    • How does my own background impact how I engage in these questions?
  • Community of Practice: Who will my inquiry group be?

Voices from Session 1

Offerings from YOU!

  • Inequities for students with special needs and mathematics
  • Gender Spectrum and PD opportunities
  • Formative 5 (practices), observation tool

Grounding and Connecting

  • Think about the word Race. How would you distill your thoughts, experiences or observations about race into one sentence that only has six words?
  • Write those words down on a whiteboard.

Grounding and Connecting

Partner A (1 min/round)

Partner B (1 min/round)

Round 1

Share one/some/all word(s) and its meaning to you.

Listen only.

Round 2

Listen only.

Share one/some/all word(s) and its meaning to you.

Find another talking partner

Round 3

How do(es) your word(s) connect to your reason for being part of this community of practice?

Listen only.

Round 4

Listen only.

How do(es) your word(s) connect to your reason for being part of this community of practice?

An Equity-Based Cycle of Inquiry

Formulate Researchable Question

Develop Vision for Social Justice Oriented Teaching & Learning

Design Action Plan or Intervention

Analyze Data for Impact

Derive Implications for Shift in Practice, Policy, or Program

Implement & Collect Data

DOCUMENT

Last time: set foundation

Today: begin intentionally setting and documenting vision

Reflection and Visioning: Role-alike Groups

Elementary teachers

(primary & upper)

Secondary teachers

(MS and HS)

Coaches & PD Providers

Site administrators

District administrators

???

Reflection and Visioning: Role-alike Groups

  • What are your key takeaways from tonight?
  • How might these play out in your work?
  • What are you still curious about?

What is your developing vision of

teaching mathematics for social justice?

  • What do you hope to accomplish as a social justice math educator?
  • What is your hope for the students you serve?

Share your thoughts at padlet.com/cliu_acoe/1819_SJMath

Announcements/Resources

  • Thurs, Oct 26: RadSTEMM meeting (guest speakers on SJM)
  • AMS Special Session: Social Change in and through Mathematics and Education
    • Sat 10/27: 9-10:50am
    • Sun 10/28: 2-4:30p
  • Hechinger Report Op-Ed
  • CSU-EB CEU (2 credits; $89/unit) Registration

Proposed Scope & Sequence

Sept 12

Oct 17

Nov 14

Language, Equity, and Mathematics (H. Asturias)

Dec 12

Windows and Mirrors: Integrating Justice Issues into our Math Classes (J. Malamut)

Jan 16

Culturally Responsive Mathematics Teaching (Dr. M. Zavala)

Feb 20

Identity in the Mathematics Classroom (tentative: K. Mayfield-Ingram or Dr. T. Weekes)

Mar 20

Ethnomathematics

Apr 17

Project work time

May 15

PechaKuchas and end of year reflection/celebration

Appreciations/Closing/Feedback

Please share feedback:

tinyurl.com/corelearningfeedback

S2(18-19): Math Literacy as a Justice Issue.18-10-17 - Google Slides