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Malcolm Gladwell - Revisionist History Podcast episode

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Malcolm Gladwell - Revisionist History Podcast episode

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A landmark Supreme Court case. A civil rights revolution. Why has everyone forgotten what happened next?

Brown v Board of Education might be the most well-known Supreme Court decision, a major victory in the fight for civil rights. But in Topeka, the city where the case began, the ruling has left a bittersweet legacy. RH hears from the Browns, the family behind the story.

LINDA BROWN THOMPSON'S SPEECH AT THE BROWN V. BOARD OF EDUCATION ANNIVERSARY

REFERENCE DOCS

The Host

Malcolm Gladwell is president and co-founder of Pushkin Industries. He is a journalist, a speaker, and the author of six New York Times bestsellers including The Tipping Point, Blink, Outliers,...

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Miss Buchanan's Period of Adjustment | Revisionist History

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Skip to Main Content A landmark Supreme Court case. A civil rights revolution. Why has everyone forgotten what happened next? Brown v Board of Education might be the most well-known Supreme Court decision, a major victory in the fight for civil rights. But in Topeka, the city where the case began, the ruling has left a bittersweet legacy.

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“African American Mathematics Teachers as Agents in Their African American Students’ Mathematics Identity Formation.” 

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“African American Mathematics Teachers as Agents in Their African American Students’ Mathematics Identity Formation.” 

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Clark, Lawrence M., Eden M. Badertscher, and Carolina Napp. 2013.

Teachers College Record 115, no. 2 (February): 1–15.

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Background/Context: Recent research in mathematics education has employed sociocultural and historical lenses to better understand how students experience school mathematics and come to see themselves as capable mathematics learners. This work has identified mathematics classrooms as places where power struggles related to students' identities occur, struggles that often involve students' affiliations with racial, ethnic, and gender categories and the mathematics teacher as a critical agent in students' mathematics identity development. Frameworks for identifying resources that mathematics teachers draw on to teach are evolving, and emerging dimensions of teachers' knowledge, namely knowledge of students' lived experiences and histories, as well as teachers' experiences and identities, are increasingly being considered alongside more traditional dimensions of the knowledge teachers draw on in their practice. Purpose: The purpose of this article is to explore the perspectives and practices of two African American mathematics teachers, Madison Morgan and Floyd Lee, as they support their African American students' mathematics identity formation and development. Participants: At the time of the study, Morgan and Lee were high school mathematics teachers in a large urban school district. Both participants were selected for this analysis because of considerable differences in their life histories, pedagogical approaches, and perspectives. Research Design: Each teacher was observed approximately 25 times and interviewed 9-10 times. The primary data for this analysis consist of a subset of observations and interviews for the purposes of conducting a qualitative cross-case analysis that examines themes, similarities, and differences in Morgan's and Lee's approaches to supporting their students' mathematics identity development. Findings: Morgan's and Lee's experiences, perspectives, and practices characterize two very different perspectives of what constitutes a positive mathematics identity, while both maintain connections to race and racial identities. In both cases, there exists a subtle paradox in the underlying motivations that the teachers communicated in their interviews related to socializing their African American students and the practices they actually employ in their classrooms. Furthermore, both teachers made use of their capacity to serve as models and motivators for students' current and future success in mathematics. Conclusions/Recommendations: If equitable high-quality mathematics instruction is a sincere goal of the mathematics education community, we strongly recommend that researchers further explore the ways that teacher identity, including those dimensions associated with race, class, and gender, serves as an instructional and motivational resource as teachers work to create productive and meaningful learning environments for their students.

Descriptors: African American Students, African American Teachers, Mathematics Education, Mathematics Teachers, Urban Schools, Observation, Interviews, Comparative Analysis, Identification, Teacher Motivation, High School Students, Secondary School Mathematics, Racial Identification, Role Models

Teachers College, Columbia University. P.O. Box 103, 525 West 120th Street, New York, NY 10027. Tel: 212-678-3774; Fax: 212-678-6619; e-mail: tcr@tc.edu; Web site: http://www.tcrecord.org

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ERIC - EJ1018094 - African American Mathematics Teachers as Agents in Their African American Students' Mathematics Identity Formation, Teachers College Record, 2013

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Background/Context: Recent research in mathematics education has employed sociocultural and historical lenses to better understand how students experience school mathematics and come to see themselves as capable mathematics learners. This work has identified mathematics classrooms as places where power struggles related to students' identities occur, struggles that often involve students' affiliations with racial, ethnic, and gender categories and the mathematics teacher as a critical agent in students' mathematics identity development.

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 “Listening to and Learning with Black Teachers of Mathematics.” by Frank, Toya Jones, Deena Khalil, Beyunka Scates, and Symone Odoms. 2018.

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 “Listening to and Learning with Black Teachers of Mathematics.” by Frank, Toya Jones, Deena Khalil, Beyunka Scates, and Symone Odoms. 2018.

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In Rehumanizing Mathematics for Black, Indigenous, and Latinx students, edited by Imani Goffney and Rochelle Gutierrez, pp. 147–58. Reston, VA: National Council of Teachers of Mathematics.

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Listening to and Learning with Black Teachers of Mathematics

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Engaging in research with Black mathematics teachers is timely, as a small body of research explores the hard-to-measure contributions of Black mathematics teachers vis-à-vis respect to the sociocultural, sociopolitical, and intellectual assets they

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“‘It Will Help Me Do Better in Mathematics’: Building Trusting Relationships with Black Students.”

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“‘It Will Help Me Do Better in Mathematics’: Building Trusting Relationships with Black Students.”

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Id-Deen, Lateefah. 2018. “‘It Will Help Me Do Better in Mathematics’: Building Trusting Relationships with Black Students.” In Access and Equity: Promoting High-Quality Mathematics in Grades 6–8, edited by Anthony Fernandes, Sandra Crespo, and Marta Civil, pp. 131–42. Reston, VA: National Council of Teachers of Mathematics.

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Equitable and Trauma-Informed Math Teaching

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Equitable and Trauma-Informed Math Teaching

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Equitable and Trauma-Informed Math Teaching

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By Dr. Hoyun Cho examines how math teachers can enact equitable, trauma-informed teaching in their classrooms. Lots of great resources provided!

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“Normalizing Black Girls’ Humanity in Mathematics Classrooms.” 

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“Normalizing Black Girls’ Humanity in Mathematics Classrooms.” 

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Joseph, Nicole M., Meseret F. Hailu, and Jamaal Sharif Matthews. 2019. “Normalizing Black Girls’ Humanity in Mathematics Classrooms.” Harvard Educational Review 89, no. 1 (Spring): 132–55.

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Normalizing Black Girls’ Humanity in Mathematics Classrooms

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Normalizing Black Girls’ Humanity in Mathematics Classrooms

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“Investigating Teaching in Conceptually Oriented Mathematics Classrooms Characterized by African American Student Success.” 

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“Investigating Teaching in Conceptually Oriented Mathematics Classrooms Characterized by African American Student Success.” 

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Wilson, Jonee, Mahtab Nazemi, Kara Jackson, and Anne Garrison Wilhelm. 2019. “Investigating Teaching in Conceptually Oriented Mathematics Classrooms Characterized by African American Student Success.” Journal for Research in Mathematics Education 50, no. 4 (July): 362–400.

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Investigating Teaching in Conceptually Oriented Mathematics Classrooms Characterized by African American Student Success

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This article outlines several forms of instructional practice that distinguished middle-grades mathematics classrooms that were organized around conceptually oriented activity and marked by African American students' success on state assessments.

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 Unearthing Culturally Responsive Mathematics Teaching: The Legacy of Gloria Jean Merriex by Emily P. Bonner

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 Unearthing Culturally Responsive Mathematics Teaching: The Legacy of Gloria Jean Merriex by Emily P. Bonner

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Unearthing Culturally Responsive Mathematics Teaching: The Legacy of Gloria Jean Merriex

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Unearthing Culturally Responsive Mathematics Teaching: The Legacy of Gloria Jean Merriex [Bonner, Emily P.] on Amazon.com. *FREE* shipping on qualifying offers. Unearthing Culturally Responsive Mathematics Teaching: The Legacy of Gloria Jean Merriex

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Note: There are many other implicit bias tests available through Project Implicit

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Id-Deen, Lateefah, Rachelle Ebanks, and Michelle Cirillo. "From Green Book to Gradebook", Mathematics Teacher: Learning and Teaching PK-12 115, 5 (2022): 330-338

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Reflect individually and collectively on professional learning that inspires positive change in supporting Black students' mathematical success.

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(Still) Striving for Equity: Taking Action to Support Your Black Students PPT

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(Still) Striving for Equity: Taking Action to Support Your Black Students PPT

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Ebanks, Rachelle, Cirillo, Michelle, & Id-Deen, Lateefah. (November, 2022). (Still) Striving for Equity: Taking Action to Support Your Black Students in Math Class. Workshop presented at NCTM Regional, Baltimore, MD.

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NCTM (Still) Striving for Equity Action Steps.pdf