The story of my
Mama da mathematician: re-humanizing the concepts of who is a math scholar & genius��By Michelle Cody�January 2020�Creating Balance in an Unjust World Conference on STEAMM Education and Social Justice www.cbuw.org ��University of Hawaiʻi at Mānoa College of Education�
Please do not distribute or share without permission from the author, Michelle Cody
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Ground Rules
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Goal: participants will take a look at the history of PoC and math discoveries. Through this lens, they will see how to identify, support and uplight Mathematicians inside of the community
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Agenda
III When I was growing up? ( 7 mins)
IV school Dance (6 mins)
V WHo Does Google Call ?
VI Our stories
VII Talk about it
VIII Recreating the Image
IX The Math
X The Design
XI Lets play a game
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Gallery Walk
Read and take notes
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Think about when were a child
Draw what you thought a mathematician looked like? Use can use word and symbol to help
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Find a dancing partner. You are going to share your image with your partner.
Each partner will get 1 min to share. You will have three partners!!!!
School Dance Protocol
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Historically, we celebrate mathematicians who ARE white cisgendered AND male. However, there are MATHEMATICIANS in ALL of our communities. We will showcase real world stories of people who are math genius in everyday life. Single parents who support their families, grandmas that stretch meals and families that save to send their kiddos to college. Through this lens we will look at the social injustice of being called a mathematician.
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Big concept
How can we see our brilliance? When the world does not recognize it?
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How can we see ourselves as mathy?
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My mom was a single parent to my five siblings and myself. As I reflect on growing up, I realize my mom had to be a mathematician to support us. In order to financially support all of us, my mom had to use her math skills to manage her income and make sure enough money was divided up for our different necessities. She needed to add up the costs of our basic needs, like housing and food, and allocate the remainder of her paycheck to other various things. On a limited budget, my mom calculated enough money to have some left over to use to provide us activities and experiences outside of the house.
A big part of my family and culture is food. My mom is the best cook I know. She cooked almost every day for us- both Filipino and American food. Math was involved from the start, even while grocery shopping. She had to use math while looking at the prices and keeping a budget in mind. Also, my mom used equations to figure out how much food to buy for how big of a family we were. While she was actually cooking, she used many math concepts, like measuring, time, and fractions. The end result was always delicious food that enriched my life and culture growing up.
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What about these actions and stories might highlight them to be mathematicians?
Group discussion
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Who are they II?
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Participates will look at their imagine of the mathematician and see what, if any, they would change
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What’s the point?
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The Story
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Akeelah wants to make a special dinner for her Nana on her 70th birthday. She decides that she wants to try an old family recipe for gumbo. Gumbo is a dish that her Nana loved as a child back in New Orleans. It calls for fresh ingredients for the recipe. Where Akeelah lives, there is not a lot of access to a traditional grocery store or fresh food, like the crab, okra or shrimp in the gumbo she will make. She often has to travel outside of her neighborhood to get the groceries that she really needs. Akeelah is determined to make this meal for her grandmother.
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The Task
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Call 4 understanding
Call 4 action
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SHOUT OUT
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Thanks!
Any questions?
You can find me at:
michellealexandria.cody@gmail.com
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