I'm reading about the california school system that is gonna change mathematics and....
>CENTER ETHNOMATHEMATICS
>Recognize the ways that communities of color engage in mathematics and problem solving in their everyday lives.
>Teach that mathematics can help solve problems affecting students’ communities. Model the use of math as a
solution to their immediate problems, needs, or desires.
>Identify and challenge the ways that math is used to uphold capitalist, imperialist, and racist views.
>Teach the value of math as both an abstract concept and as a useful everyday tool.
>Expose students to examples of people who have used math as resistance. Provide learning opportunities that use
math as resistance.
>SUPPORT STUDENTS TO RECLAIM THEIR MATHEMATICAL ANCESTRY
>Intentionally include mathematicians of color.
>Expose students to mathematicians of color, particularly women of color and queer mathematicians of color, both
through historical examples and by inviting community guest speakers.
>Teach students of color about their mathematical legacy and ancestral connection and mastery of math.
WE WUZ
>Honor and acknowledge the mathematical knowledge of students of color, even if it shows up unconventionally.
>Give rightful credit to the discovery of math concepts by mathematicians of color. Reclaim concepts attributed to
white mathematicians that should be attributed to mathematicians of color.
>Critical Praxis: Shifting toward Antiracist Math Education
>Teachers, in order to shift your practice toward antiracist math education, it is necessary to critically examine the ways in which white supremacy culture permeates your own math classrooms. These exercises are designed as a year-long process of reflection and planning in order to identify the ways in which your practice may perpetuate white supremacy culture, and create a plan for dismantling it using antiracist approaches.
>September
>Who are my students?
>Students are tracked.
>1. EN G AG E
>White supremacy culture shows up in math classrooms when...
>Students are tracked (into courses/pathways and within the classroom).
You can read the madness here: https://equitablemath.org/
>CENTER ETHNOMATHEMATICS
>Recognize the ways that communities of color engage in mathematics and problem solving in their everyday lives.
>Teach that mathematics can help solve problems affecting students’ communities. Model the use of math as a
solution to their immediate problems, needs, or desires.
>Identify and challenge the ways that math is used to uphold capitalist, imperialist, and racist views.
>Teach the value of math as both an abstract concept and as a useful everyday tool.
>Expose students to examples of people who have used math as resistance. Provide learning opportunities that use
math as resistance.
>SUPPORT STUDENTS TO RECLAIM THEIR MATHEMATICAL ANCESTRY
>Intentionally include mathematicians of color.
>Expose students to mathematicians of color, particularly women of color and queer mathematicians of color, both
through historical examples and by inviting community guest speakers.
>Teach students of color about their mathematical legacy and ancestral connection and mastery of math.
WE WUZ
>Honor and acknowledge the mathematical knowledge of students of color, even if it shows up unconventionally.
>Give rightful credit to the discovery of math concepts by mathematicians of color. Reclaim concepts attributed to
white mathematicians that should be attributed to mathematicians of color.
>Critical Praxis: Shifting toward Antiracist Math Education
>Teachers, in order to shift your practice toward antiracist math education, it is necessary to critically examine the ways in which white supremacy culture permeates your own math classrooms. These exercises are designed as a year-long process of reflection and planning in order to identify the ways in which your practice may perpetuate white supremacy culture, and create a plan for dismantling it using antiracist approaches.
>September
>Who are my students?
>Students are tracked.
>1. EN G AG E
>White supremacy culture shows up in math classrooms when...
>Students are tracked (into courses/pathways and within the classroom).
You can read the madness here: https://equitablemath.org/
