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Creating a Culturally Responsive Math Curriculum for the Elementary Grades

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Creating a Culturally Responsive Math Curriculum for the Elementary Grades

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I was a Chapter 220 student. This meant I was bussed from my neighborhood to suburban schools that were a different world from my home in Milwaukee's 53206 zip code, the most incarcerated zip code in the world-in 2016, 62 percent of Black men there were or had been incarcerated. The racial and financial inequities I experienced in my school years have influenced me both personally and professionally.

Today I'm the math supervisor for St. Paul Public Schools, overseeing curriculum and instruction for over 37,000 students and 3,000 teachers. We've tried many things in St. Paul to improve student learning: tracking, 5 Easy Steps, mastering math fluency, professional learning communities, and purchasing new curriculum. We were still not seeing high student growth and proficiency.

In 2017, I was told to find and purchase a new curriculum, at a projected cost of roughly $8 million. But there is no single off-the-shelf curriculum that addresses the varied needs and interests of a student population that is 31 percent Asian, 26 percent Black, 21 percent White, 14 percent Latino, 1 percent Indigenous, and 7 percent ethnically mixed.

If You Can't Find a Curriculum, Build One

Concluding that a packaged curriculum would not meet our needs, I had to come up with a better plan. Who knows these students better than their teachers? No one. I determined that St. Paul teachers would write curriculum for St. Paul students. My team was enthusiastic, and in 2018 we extended an invitation to teachers to write curriculum during the last three weeks of June.

The response was positive. We had 30 teachers working together to build the vertical alignment of our math curriculum. I knew we were on to something special when I heard teachers saying, "I can't wait to teach this!"

Throughout the school year, our curriculum writers saw significant improvement in student participation and achievement. More teachers wanted to join, including specialists. We adopted a task, question, and evidence format and added culturally relevant topics with themes of social justice. We immersed ourselves in the literature of Gloria Ladson-Billings and Zaretta Hammond. Ladson-Billings gave us the "why" we needed to do this work; Hammond gave us the "how" to build independent learners.

Some teachers readily embraced these new units; however, some were reluctant to introduce social justice topics in math. I was frequently told, "This could be a traumatic trigger." But we pushed on, and in 2020, two years into this work, I became inspired by Dr. Claud Anderson's PowerNomics. Anderson points out economic disparities steeped in historically racist policies of the United States, and provides a financial plan to help Black people overcome the initial and continual setbacks we face in this country.

Financial literacy is now our compass in St. Paul. Every lesson we create comes back to making students financially literate, and every financial literacy unit promotes independent learning through culturally relevant topics and themes of social justice.

The focus of our work is keeping money in the community. Anderson writes that Asian, Latino, and Indigenous communities have areas where members live, work, eat, educate their children, and spend their money, but it's hard to find that for Black people-we are more likely than other groups to spend our money outside of our neighborhoods. There are a lot of Black neighborhoods, he writes, but not many Black communities.

Financial Literacy as a Blueprint

My team created a financial literacy breakdown by grade level. Understanding that learning deepens when connections are made, we have made sure the primary units are interdisciplinary. During reading periods, for example, students are exposed to literature with financial literacy themes, like Cinders McLeod's Earn It! and her other picture books about money in grade 1, and Uncle Jed's Barbershop in grade 2. Students write about their hopes and dreams as they design entrepreneurial business plans, and they prepare persuasive sales pitches that reflect speaking and listening standards-all while learning about wants and needs, goods and services, producers and consumers.

Primary units approach traditional math skills with a focus on the value of money, spending and saving, and entrepreneurship. Students see themselves as producers, not just consumers. Our kindergarten unit focuses on saving, spending, and sharing money; entrepreneurship; and keeping money in the community. The first-grade unit builds on that, as children learn about scarcity, bartering, and trading. Using kid entrepreneurs as examples, students work to develop their own business plans.

Second graders learn about opportunity costs, startup costs, and marketing their businesses. Math team member Stacy Waskosky helped write this unit and taught it to 30 second graders in the virtual classroom during the pandemic. An introductory letter home increased family engagement. Students learned about entrepreneurship from a local barbershop owner, and 100 percent of the students completed the task of creating a business plan and sales pitch-many of them seriously considered taking their ideas all the way to Shark Tank. Examples of all of this can be found in our second-grade unit.

Our fourth-grade teachers now use data on housing and homelessness to teach division. One class was so inspired by this unit that they held a sock drive, collecting and donating over 400 pairs of socks to a local women's shelter.

I carry mixed feelings about my early educational experiences. I'm grateful for the opportunities the suburban schools provided me, but I wish I could have had them in my neighborhood school, with peers and teachers who looked like me and knew me at a deeper level. Those mixed feelings fuel my commitment to providing urban students with opportunities for rigorous, relevant, and real educational experiences.

I'd like to express my gratitude to my colleagues Peggy Nayar and Stacy Waskosky for their contributions to this article and, more importantly, their contributions to our ongoing work of improving math outcomes for every student in St. Paul Public Schools.

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Creating a Culturally Responsive Math Curriculum for the Elementary Grades

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I was a Chapter 220 student. This meant I was bussed from my neighborhood to suburban schools that were a different world from my home in Milwaukee's 53206 zip code, the most incarcerated zip code in the world-in 2016, 62 percent of Black men there were or had been incarcerated.

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Skip to main content

Picking Representatives

Let's think about fair representation.

A program gives computers to families with school-aged children. They have a certain number of computers to distribute fairly between several families. How many computers should each family get?

1. One month the program has 8 computers. The families have these numbers of school-aged children: 4, 2, 6, 2, 2.

1. How many children are there in all?

2. Counting all the children in all the families, how many children would use each computer? This is the number of children per computer. Call this number \(A\).

3. Fill in the third column of the table. Decide how many computers to give to each family if we use \(A\) as the basis for distributing the computers.

family

number of children

number of computers, using \(A\)

Baum

4

Chu

2

Davila

6

Eno

2

Farouz

2

4. Check that 8 computers have been given out in all.

2. The next month they again have 8 computers. There are different families with these numbers of children: 3, 1, 2, 5, 1, 8.

1. How many children are there in all?

2. Counting all the children in all the families, how many children would use each computer? This is the number of children per computer. Call this number \(B\).

3. Does it make sense that \(B\) is not a whole number? Why?

4. Fill in the third column of the table. Decide how many computers to give to each family if we use \(B\) as the basis for distributing the computers.

5. Check that 8 computers have been given out in all.

6. Does it make sense that the number of computers for one family is not a whole number? Explain your reasoning.

7. Find and describe a way to distribute computers to the families so that each family gets a whole number of computers. Fill in the fourth column of the table.

8. Compute the number of children per computer in each family and fill in the last column of the table.

9. Do you think your way of distributing the computers is fair? Explain your reasoning.

A school is deciding on a school mascot. They have narrowed the choices down to the Banana Slugs or the Sea Lions.

The principal decided that each class gets one vote. Each class held an election, and the winning choice was the one vote for the whole class. The table shows how three classes voted.

banana slugs

sea lions

class vote

class A

9

3

banana slug

class B

14

10

class C

6

30

1. Which mascot won, according to the principal's plan? What percentage of the votes did the winner get under this plan?

2. Which mascot received the most student votes in all? What percentage of the votes did this mascot receive?

3. The students thought this plan was not very fair. They suggested that bigger classes should have more votes to send to the principal. Make up a proposal for the principal where there are as few votes as possible, but the votes proportionally represent the number of students in each class.

4. Decide how to assign the votes for the results in the class. (Do they all go to the winner? Or should the loser still get some votes?)

5. In your system, which mascot is the winner?

6. In your system, how many representative votes are there? How many students does each vote represent?

1. In a very small school district, there are four schools, D, E, F, and G. The district wants a total of 10 advisors for the students. Each school should have at least one advisor.

school

number of students

number of advisors, using \(A\)

D

48

E

12

F

24

G

36

1. How many students are in this district in all?

2. If the advisors could represent students at different schools, how many students per advisor should there be? Call this number \(A\).

3. Using \(A\) students per advisor, how many advisors should each school have? Complete the table with this information for schools D, E, F, and G.

2. Another district has four schools; some are large, others are small. The district wants 10 advisors in all. Each school should have at least one advisor.

1. How many students are in this district in all?

2. If the advisors didn't have to represent students at the same school, how many students per advisor should there be? Call this number \(B\).

3. Using \(B\) students per advisor, how many advisors should each school have? Give your quotients to the tenths place. Fill in the first "number of advisors" column of the table. Does it make sense to have a tenth of an advisor?

4. Decide on a consistent way to assign advisors to schools so that there are only whole numbers of advisors for each school, and there is a total of 10 advisors among the schools. Fill in the "your way" column of the table.

5. How many students per advisor are there at each school? Fill in the last row of the table.

6. Do you think this is a fair way to assign advisors? Explain your reasoning.

The whole town gets interested in choosing a mascot. The mayor of the town decides to choose representatives to vote.

There are 50 blocks in the town, and the people on each block tend to have the same opinion about which mascot is best. Green blocks like sea lions, and gold blocks like banana slugs. The mayor decides to have 5 representatives, each representing a district of 10 blocks.

Here is a map of the town, with preferences shown.

1. Suppose there were an election with each block getting one vote. How many votes would be for banana slugs? For sea lions? What percentage of the vote would be for banana slugs?

2. Suppose the districts are shown in the next map. What did the people in each district prefer? What did their representative vote? Which mascot would win the election?

Complete the table with this election's results.

3. Suppose, instead, that the districts are shown in the new map below. What did the people in each district prefer? What did their representative vote? Which mascot would win the election?

Complete the table with this election's results.

4. Suppose the districts are designed in yet another way, as shown in the next map. What did the people in each district prefer? What did their representative vote? Which mascot would win the election?

Complete the table with this election's results.

5. Write a headline for the local newspaper for each of the ways of splitting the town into districts.

6. Which systems on the three maps of districts do you think are more fair? Are any totally unfair?

1. Smallville's map is shown, with opinions shown by block in green and gold. Decompose the map to create three connected, equal-area districts in two ways:

2. Squaretown's map is shown, with opinions by block shown in green and gold. Decompose the map to create five connected, equal-area districts in two ways:

1. Design five districts where green will win at least three of the five districts. Record the results in Table 3.

Table 3:

2. Design five districts where gold will win at least three of the five districts. Record the results in Table 4.

Table 4:

3. Mountain Valley's map is shown, with opinions by block shown in green and gold. (This is a town in a narrow valley in the mountains.) Can you decompose the map to create three connected, equal-area districts in the two ways described here?

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Illustrative Mathematics Grade 6, Unit 9.6 - Students

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Skip to main content Picking Representatives Let's think about fair representation. A program gives computers to families with school-aged children. They have a certain number of computers to distribute fairly between several families. How many computers should each family get? One month the program has 8 computers.

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How Do You Incorporate an Antiracist Curriculum into a Math Class? Step by Step.

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How Do You Incorporate an Antiracist Curriculum into a Math Class? Step by Step.

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Learning about privilege, race, and antiracism, in math class.

When I arrived at GUS, the school's commitment to social justice was apparent in many ways. It was embedded in our mission and diversity statements, illustrated in Dr. Draper's social studies curriculum, and evident in the school's support of professional development on topics connected to diversity, equity, and inclusion. Prior to coming to GUS, I'd earned a degree in mathematics and computer sciences and worked as a software engineer for 16 years. When I moved to Gloucester, I returned to school to become a teacher. Fortuitously, my practicum was at the King Open School in Cambridge where Robert Moses founded The Algebra Project, a K-8 curriculum that treats access to Algebra as a civil right.

So how does one incorporate an antiracist curriculum into a math class? Step by step. I want students to be comfortable seeing race and talking about race. To be able to see how racism is rooted in slavery and continues today in the racist policies and practices that lead to inequity. In March 2020, after realizing I'd done nothing to recognize Black History Month, I developed and shared a four-day mini-introduction to Black history with 6th and 8th grade students, which I called " The Impact of Racism on Black History: Slavery, Jim Crow, The Great Migration, and Mass Incarceration. Black History is American History." Students were engaged and outraged to learn how the racism of slavery is felt today in many U.S. policies and institutions. This fall, we have looked at CDC demographic data about the coronavirus and talked about how racism has led to the conditions where the Black community and people of color are disproportionately sickened and killed by the coronavirus. We have also learned how Black people and people of color are underrepresented in the fields of math and science. Students can tell you that from 1973 until 2012, 66 black American women earned physics doctorates while 22,172 white men earned their physics doctorates. During Hispanic Heritage Month (September 15 to October 15) we have used the Lathisms website for a daily introduction to a Latinx mathematician. On October 5th, the mathematician was a young man named Andrés R. Vindas Meléndez, the son of immigrants from Costa Rica. As he pursues his PhD, he is a math teacher who is focused on the questions: Whose voice is being heard? Who is present (or missing) in the classroom? How does privilege, race, class, language, gender, sexuality, etc. play a role in learning mathematics?

Not too long into the pandemic, Ahmaud Arbery was murdered by racists in Georgia. I noticed he was from a town close to where I had visited in the summer of 2019, and then learned Ahmaud was a cousin of one of the men I had met that summer. I shared the news of his murder with my 8th graders. They were outraged and saddened. At the time, the video of his murder had not been made public. Then George Floyd was murdered. Then Breonna Taylor was killed, and the US erupted in protest of police brutality. Over the summer, the country engaged in a prolonged embrace of what to do. Dr. Ibram X. Kendi's 2019 book " How to be an Antiracist" became a must-read. Another book I read early in the summer was " White Kids: Growing Up with Privilege in a Racially Divided America" by Margaret Hagerman. She sought the answer to this question "How do white kids learn about race when they grow up in families that do not talk openly about race or acknowledge its impact?"

After the events of the spring and summer, GUS was quick to make a statement acknowledging the need for a response to the racist attacks, and to declare that as a school we can "Do Better". The Diversity Equity and Inclusion Task Force is now aimed in this direction, as GUS begins the work of becoming an antiracist organization. To support this work, GUS had six members of the DEI Task Force participate in a Harvard-based intensive equity improvement clinic in August, through the Harvard RIDES project. Fourth-grade teacher Laura Doyle and I also attended the annual National Antiracist Teach-in in mid-August, which was hosted by Boston College High School. The virtual conference had three days of speakers exploring issues of racism and white supremacy. The overarching theme was knowing history. We cannot protect our students from the brutal history of slavery that white privilege is founded on. Understanding history and white privilege will allow GUS students to develop a commitment to being an antiracist.

On the second day of school this year, I wore my Black Lives Matter T-shirt and brought in a lawn sign which states "We Believe Black Lives Matter; No Human Is Illegal; Love Is Love; Women's Rights Are Human Rights; Science Is Real; Water Is Life; Injustice Anywhere Is A Threat To Justice Anywhere." In Math class, we began our discussion focusing on the first statement on the sign. We talked about the founding of Black Lives Matter and the math needed to explain how Black Americans and people of color are more likely to be victims of police brutality. We then explored how each of the other statements can be tied to racism: immigration policies and calling immigrants "illegals"; the intersectionality of sexism, racism, and LGBTQIA; the disasters of climate change and the coronavirus, and the imbalanced impact of these forces on people of color; the Flint, MI water poisoning in a largely Black community. I read Ibram X Kendi's children's book Antiracist Baby to my classes and discussed the 9 steps towards becoming an antiracist.

I look forward to studying other issues of racism in math class with this fine group of scholars. We will look at reparations, redlining, mass incarceration, and other ways that the racism rooted in slavery continues to maintain vastly different standards of living for American citizens. Math is a powerful tool. Hopefully, these lessons will lead our students to speak up and act out when they see racism.

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How Do You Incorporate an Antiracist Curriculum into a Math Class? Step by Step. - Glen Urquhart School

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When I arrived at GUS, the school's commitment to social justice was apparent in many ways. It was embedded in our mission and diversity statements, illustrated in Dr. Draper's social studies curriculum, and evident in the school's support of professional development on topics connected to diversity, equity, and inclusion.

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Many TODOS members have shared the TODOS 2020 position statement and the four accompanying commentaries. Here is a link to a 3+ minute video created by Mary Vongsavanh on the Social Emotional Learning Commentary that includes three questions at the end, where a presenter can stop the video after each question to orchestrate a discussion. Enjoy!

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Many TODOS members have shared the TODOS 2020 position statement and the four accompanying commentaries. Here is a link to a 3+ minute video created by Mary Vongsavanh on the Social Emotional Learning Commentary that includes three questions at the end, where a presenter can stop the video after each question to orchestrate a discussion.

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High School Mathematics Lessons to Explore, Understand, and Respond to Social Injustice

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High School Mathematics Lessons to Explore, Understand, and Respond to Social Injustice

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Preface by NCTM Past-President Robert Berry and NCSM Past-President John Staley

Chapter 1 Why is Social Justice and Why Does it Matter in Teaching Mathematics

What Do We Mean by Social Justice?

What is Teaching Mathematics for Social Justice

Why Social Justice in Mathematics Education

Chapter 2 Getting Ready for Classroom

Chapter 3 Instructional Tools for the Social Justice Mathematics Lesson

Chapter 4 Teaching the Social Justice Mathematics Lesson

Social Justice Mathematics Framework

Planning to Implement SJML

Last Words Before You Go Teach

Chapter 5 Number and Quantity

5.1 The Mathematics of Transformation Resistance by Mary Candance

5.2 Do Just Some Students Take Honors Course? By Basil Conway

5.3 LISTEN to GLSEN by Bryan Meyer and John W. Staley

5.4 Estimated Wealthy Distribution in USA and the World by Enrique Ortiz

Chapter 6 Algebra and Functions

6.1 Children at the Border: Looking at the Numbers by Samantha Fletcher and Holly Anthony

6.2 Climate Change in Alaska by Basil Conway IV

6.3 Culturally Relevant Income Inequality by Andrew Reardon

6.4 Intersectionality and The Wage Gap by Stacy Jones, Carlos Gomez, HIlary Tanck, and Eric Siy

6.5 Literacy: What matters and why? By Frances Harper and Stephanie Orr

6.6 What's a Fair Living Wage? By Frances Harper

6.7 What's the Cost of Glbalization? By Allyson Hallman-Thrasher and Rachel Eriksen Brown

Chapter 7 Statistics and Probability

7.1 A False Positive by Bryan Meyer

7.2 Are you a Citizen? 2020 Census by Travis Weiland and Lisa Poling

7.3 "BBQ, Becky," Policing, and racial Justice by Mary Raygoza

7.4 Do Postal Codes Predict Test Scores? by Allyson Lam

7.5 Humanizing the Immigration Debate by Aysenur Ozturk and Steve Lewis

7.6 Prison Population by Cristina Tyris

7.7 Sampling Disaster by Ginny Powell and America Powell

8.1 Bringing Healthy Food Choices to Desert by Shakiyya Bland

8.2 Gerrymandering by Sven A. Carlsson

8.3 Making Mathematical Sense of Food Justice by Jessica Davidson, Dr. Steven Greenstein, Debasmita Bas, and Julia Davidson

8.4 Paralympics by Eric Siy, Stacy R. Jones, Carlos, Nicholas Gomez, and HIlary Tanck

Chatper 9 Voices from the Field

Success Implementing SJMLs

Planning for and Responding to Challenges

Additional Advice to Colleagues Implementing SJMLs

Closing Thoughts from Our Contributors

Chapter 10 Creating Social Justice Mathematics Lessons for your Own Classroom

Setting a Framework for an Effective SJML

Appendix A Recommended readings & resources

Appendix B Resources names in lessons

Appendix C Mathematical Essential Concepts

Appendix D Social Justice Standards & Topics

Appendix E Lessons by Math Content, Social Justice Outcomes, and Social Justice Topics

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High School Mathematics Lessons to Explore, Understand, and Respond to Social Injustice

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Preface by NCTM Past-President Robert Berry and NCSM Past-President John Staley Chapter 1 Why is Social Justice and Why Does it Matter in Teaching Mathematics What Do We Mean by Social Justice?

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EdGap.org | SAT/ACT College Readiness Map

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EdGap.org is a platform for maps, visualizations, and encouraging discussion on the education gap in the United States

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The Opportunity Atlas is an initial release of social mobility data, the result of a collaboration between researchers at the Census Bureau, Harvard University, and Brown University. While the estimates in the Opportunity Atlas are not provisional, we are still testing aspects of the research product, including census.gov integration, planned annual data refreshes, and variable additions. Any opinions and conclusions expressed herein are those of the authors and do not necessarily reflect the views of the U.S. Census Bureau. All results have been reviewed to ensure that no confidential information is disclosed. The statistical summaries reported in this paper have been cleared by the Census Bureau's Disclosure Review Board release authorization number CBDRB-FY18-319.

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Map the childhood roots of social mobility

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Pulling on foundational work in critical pedagogy from Freire and critical mathematics from Gutstein, TMSpJ research focuses on foregrounding issues of equity in the study of mathematics. TMSpJ has a transformative agenda of supporting students to recruit mathematics as a tool for critique of social justice issues and their impact on urban space(s) and place(s).

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Pulling on foundational work in critical pedagogy from Freire and critical mathematics from Gutstein, TMSpJ research focuses on foregrounding issues of equity in the study of mathematics. TMSpJ has a transformative agenda of supporting students to recruit mathematics as a tool for critique of social justice issues and their impact on urban space(s) and place(s).

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Math in a Cultural Context (MCC) is a long-term set of interrelated sponsored research, funded by the National Science Foundation and the US Department of Education and by support from the University of Alaska Fairbanks. Math in a Cultural Context is a rather extraordinary three decades-long collaboration of educators, Yup'ik elders and teachers, mathematicians and math educators, Alaskan school districts, and more recently includes Greenlandic Inuit, Sami, and Pacific Islander partners. We have had the privilege to learn together and understand how the underlying principles that support everyday practical knowledge can inform teaching and learning in a school context. Central to MCC is its long-term collaboration with Yup'ik elders, teachers, and academics that developed into a vibrant learning community. We are deeply inspired by the steadfast support of so many elders who shared their knowledge. Alaskan school districts and teachers opened their classrooms to MCC as we developed, tested, and revised our materials and pedagogical approach.

The outcome of this work is now f reely downloadable under Creative Commons licenses.

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Math in a Cultural Context | Math in a Cultural Context

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Math in a Cultural Context (MCC) is a long-term set of interrelated sponsored research, funded by the National Science Foundation and the US Department of Education and by support from the University of Alaska Fairbanks.

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School Diversity 6th grade math lesson by Kevin Nguyen

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School Diversity 6th grade math lesson by Kevin Nguyen

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Carlos LópezLeiva, Kyndall Brown, and Silvia Llamas-Flores
Mathematics and daily life activities are connected. For many cultures and societies mathematics is not an isolated field or subject, it is part of an encompassing knowledge or science that helps us understand and work with the world (Cajete, 2000). Mathematics is often taught and practiced at school in ways that are rarely linked to the learners' experiences and interests, their community, their culture, their histories, and real-life applications. However, we have learned in mathematics education that mathematics is a human endeavor (Jacobs, 1970) present across human civilizations and cultural practices such as, playing, locating, measuring, counting, explaining, and designing and building (Bishop, 1988).

Ethnomathematics is a term introduced by Ubiratàn D'Ambrosio (1991) from Brazil to describe the techniques used to explain, understand, and cope with reality in order to survive across diverse communities. Ethno relates to the members of distinct groups identified by cultural traditions, codes, symbols, myths, and specific ways of reasoning and inferring (D'Ambrosio, 1985). So, ethnomathematics refers to the way that members of various cultural groups mathematize their own reality because it examines how both mathematical ideas and practices are processed and used in daily activities (D'Ambrosio and Rosa, 2017, p. 288). In fact, this approach highlights mathematics as a cultural practice existent in human activity and challenges perspectives that present mathematics mainly as a Western-Roman, Greek-knowledge commonly taught at school. An ethnomathematical approach helps us understand mathematics from a perspective wider than traditional school mathematics, of seeing mathematics as a human act. As a result, such vision can helps renovate how we teach mathematics (Lange,1996; Rosa & D'Ambrosio, 2018).

In mathematics teaching, this approach helps us expand, affirm and redistribute mathematical authorship and empowerment; draw from and expand resources to teach and learn mathematics; recognize and challenge spaces of marginality of knowledges of many communities; and strengthen the relationship between learners and mathematics (Aguirre, Mayfield-Ingram, & Martin, 2013; Kokka, 2015). Such an approach should "perpetuate and foster-to sustain-linguistic, literate, and cultural pluralism that are part of schools" (Paris, 2012, p. 93). Thus, when students and teachers use the real world as a starting point for conceptual development, mathematics teaching and learning become more complex (De Lange, 1996) as they also become doers of mathematics (NCTM, 2000) by engaging in problem solving, multi-modal representations, and communication to develop mathematical meaning making and mathematize through their own perspectives (CCSS-M, 2010; Freudenthal, 1973).

These notes and blog were developed with the goal of sharing available resources around ethnomathematics. Our hope is that mathematics teachers and educators can access and use them as needed. This blog includes three main sections:

1. How is ethnomathematics relevant and critical?
2. What has been learned and done in ethnomathematics?
3. What can be done in the classroom?

We hope you enjoy it, and if you experience some of these or new ideas in your classroom, please share with us here, so more teachers and researchers can learn about what of ethnomathematical approaches can be implemented in the mathematics classroom.
How Is Ethnomathematics Relevant and Critical?
Ethnomathematics presents implications for classroom teachers by asking us to re-examine our beliefs and practices about what counts as legitimate mathematics, how mathematical concepts are to be taught, and how to assess children's knowledge of mathematics. With these ideas in mind, let's listen to a conversation between Ubiratàn D'Ambrosio and Paulo Freire as they discuss the relevance of ethnomathematics by its connection with the community thus mediating a culturally-responsive approach of teaching mathematics.
What Has Been Learned and Done in Ethnomathematics?
In the work done in ethnomathematics, we have included a selection of ethnomathematics-related works presented in three categories: (a) Mathematics community-based approaches in the U.S.; (b) Mathematics community-based approaches beyond the U.S., and (c) Ethnomathematics and critical, multicultural, culturally responsive mathematics education.
a. Mathematics Community-Based Approaches in the U.S.
Navajo Nation Math Circles (NNMC). This is awebsite developed by NNMC designed for students and teachers of the Navajo Nation with the goal of sharing amazing mathematics activities developed by a community of mathematicians and teachers.

)Civil, building on a excitement for mathematics through games and visual tools. Mathematics and Parents as Partners (MAPPS by Marta Civi l Funds of Knowledge, develop an approach to teaching mathematics that r ecognizes parents as intellectual assets in the mathematical learning of their children.Through collaborations between parents (who often learned mathematics in a different way and/or in countries outside of the U.S.) and their children (often U.S.-born who are learned mathematics in U.S. schools) their different ways of understanding and doing mathematics are bridged and negotiated through communication with visual tools and hands-on materials, in a relaxed, cooperative, problem solving spaces that U.S. schools have opened for families. This process supports thetransformations of negative attitudes about mathematics,thestimulation of self-confidence from learning a new skill, the learning together of mathematics in families and communities,and an Visit this site more information

Algebra Project by Bob Moses. Through experiential-based learning students engage in mathematics-related concepts activities that help them make connections to mathematics by writing about their experience in their own language and then translate their everyday language into mathematical language. For example, in the Subway Ride activity, students ride on the subway and keep track of each stop the subway makes. When the students return to the classroom, they write up their experience and make a visual representation of their trip. Teachers use their descriptions to model integer operations on the number line.

Dominoes and sports--basketball and track by Na'ilah Saud Nasir. Nasir argues that critical social, relational, and interactional dimensions should be a part of teaching and learning mathematics. Exploring out-of-school learning environments for African-American students such as: the game of dominoes, high school track-and-field, and middle and high school basketball. Nasir noticed that the participation in those settings was organized to support belonging and identification, and learning was scaffolded by expert participants. Such structures of interactions fostered respectful relationships, making mistakes acceptable, giving learners defined roles, and offering learners ways to participate that incorporate aspects of themselves.

The purchasing practice by Edd V. Taylor. Exploring purchasing competencies at local stores of low-income African-American 4- to 10-year old students, Taylor found that purchasing practices yield mathematical problem-solving opportunities. Student shopping behavior included three phases: children considered what items to purchase based upon the amount of money they had, the price of the item, and their desire for the item. In the payment phase, children brought their items to the cashier and used their money to pay for the items, recognizing coins, their values, and equivalence. In the change phase, the children received change for the overpayment of items by adding the prices of items and subtracting the total cost from the amount of money they had and made connections to bills and coins and the expected change. In each phase of the process, children engaged in meaningful mathematics.

b. Mathematics Community-Based Approaches Beyond the U.S.

Selling candy by Geoffrey Saxe, Terezinha Nunes-Carraher, David Carraher, & Analucía Schliemann. This group developed studies (e.g., Candy Selling and Math Learning and The Evolution of Mathematical Reasoning exploring and contrasting situated mathematical practices between school and street mathematics.

Mathematics and meaningful personal connections, community practices by Lisa Lunney Borden. Working with Mi'kmaw community in Nova Scotia, Canada, Borden highlights the importance of engaging in common learning processes between the community and school.

Matemática y simbolismo en la danza autóctona de México/Mathematics and symbolism of traditional Mexican dances by Everardo Lara González (in Spanish). González presents links between community practices, such as Anahuac dance and symbols with intuitive mathematics embedded in the rhythm.

Current and Future Perspectives of Ethnomathematics as a Program by Milton Rosa and Ubiratàn D'Ambrosio. Understanding ethnomathematics as a way to act in the world, Rosa and D'Ambrosio with other authors describe different ways of doing mathematics (e.g., procedures, concepts, processes, methods, and practices) by considering the appropriation of academic mathematical knowledge developed by different sectors of the society as well as by considering different modes in which different cultures negotiate their mathematical practices.
c. Ethnomathematics and Critical, Multicultural, Culturally Responsive Mathematics Education (resources). Ethnomathematics: Challenging Eurocentrism in Mathematics Education by Arthur B. Powell, Marilyn Frankenstein. Relearning Mathematics: A Different Third R - Radical Maths by Marilyn Frankenstein.
Culturally Responsive Mathematics Education by Brian Greer, Swapna Mukhopadhyay, Arthur B. Powell, Sharon Nelson-Barber.

Critical Mathematics Education and An Invitation to Critical Mathematics Education by Ole Skovsmose.

Cognition in Practice by Jean Lave.
What Can Be Done in the Classroom?
In this section, we present some examples of ethnomathematics activities that could be implemented in the classroom. In the first group, we provide three general topics and ideas. In the second group of resources, we provide a list of books and programs that include already developed activities that can be implemented in the classroom. Finally, the last group are online resources with ideas and materials that could be utilized in the classroom.

The Mayan or Mesoamerican numbers, Yoruba numbers, and African fractals are some ideas of content or activities that could be implemented in the classroom.

TheYoruba number system. The Yoruba people live in Nigeria. The Yoruba number system is a vigesimal (base 20) system and it relies on subtraction. For example, numbers 11, 12, 13 ,14 are understood as ten plus one, plus two, etc.; but from 15 to 19 these numbers are understood as 20 minus five, four, etc. Likewise, after 20, from 21-24 is 20 plus 'x', and from 25-29 is 30 minus five, four, and so on. Then higher numbers are identified with multiples of 20, Ogoji, two twenties (40), Ogota, three twenties (60), Ogorin, four twenties (80). Ogorun, five twenties (100), and so on to ten twenties (200), when the word Igba is used.

Lotería and mathematics by Olga Ramírez and Cherie McCollough. Learn how Lotería can support the learning of mathematics with families.

Ethnomathematics approach to teaching language minority students by David M. Davison. The article presents prescriptions on how ethnomathematics support learning of culturally diverse learners.

The importance of ethnomathematics in the math class by Alex Brandt and Egan J Chernoff. This manuscript presents ideas on integrating ethnomathematics in school mathematics teaching.

Linking mathematics and culture to teach geometry concepts by Vincent Snipes and Pamela Moses. This manuscript presents ways of implementing the task: "Finding the Center of a Rectangular Box Top" to support ethnomathematical approaches in the classroom.
References
Aguirre, J., Mayfield-Ingram, K., & Martin, D. B. (2013). The impact of identity in K-8 mathematics: Rethinking equity-based practices. Reston, VA: NCTM.

Bishop, A. J. (1988). Mathematical enculturation: A cultural perspective on mathematics education. Boston, MA: Kluwer.

CCSS-M, National Governors Association Center for Best Practices, Council of Chief State School Officers (2010). Common Core State Standards for Mathematics-CCSSM. Washington D.C.: Author.

D'Ambrosio, U. (1985). Ethnomathematics and its place in the history and pedagogy of mathematics. For The Learning of Mathematics, 5(1), 44-48.

D'Ambrosio, U. (1991). Matemática, Ensino e Educação: Uma Proposta Global. Temas e Debates, SBEM, IV(3), 1-16.

D'Ambrosio, U. & Rosa, M. (2017), Ethnomathematics and its pedagogical action in mathematics education. In M. Rosa, L. Shirley, M. E. Gavarrete, & W. V. Alangui (Eds.), Ethnomathematics and its diverse approaches for mathematics education (pp. 285-305). Cham, Switzerland: Springer. Doi: https://doi.org/10.1007/978-3-319-59220-6

Freudenthal, H. (1973). Mathematics as an Educational Task. Dordrecht, Holland: D. Reidel Publishing Company. Doi: 10.1007/978-94-010-2903-2.

Jacobs, H. R. (1970). Mathematics: A human endeavor. San Francisco, CA: W. H. Freeman & Company.

Kokka, (2015). Addressing dilemmas of social justice mathematics through collaboration of students, educators, and researchers. Educational Considerations, 42(2), 13-21.

Lange, J. de (1996). Using and Applying Mathematics in Education. In A.J. Bishop, K. Clements, C. Keitel, J. Kilpatrick, & C. Laborde (Eds.), International handbook of mathematics education (pp. 49-97). Kluwer academic publisher.

NCTM, National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston, VA: Author.

Paris, D. (2012). Culturally Sustaining Pedagogy: A Needed Change in Stance, Terminology, and Practice. Educational Researcher, 41(3), 93-97.

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C. LopezLeiva, K. Brown & S. Llamas-Flores

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Carlos LópezLeiva, Kyndall Brown, and Silvia Llamas-Flores Mathematics and daily life activities are connected. For many cultures and societies mathematics is not an isolated field or subject, it is part of an encompassing knowledge or science that helps us understand and work with the world (Cajete, 2000).

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Discovery Education Lesson plans for K12. Includes lessons on Mayan calendar, Egyptian, Greek, & Islamic Numerals, Chinese Achievement International Study Group on Ethnomathematics. Syllabi for ethnomathematics courses. Middle School Portal Discover Resources includes lesson plans for preK-14 Rosenfelder, M. Number systems of the world.

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Mathematical Modeling with Cultural and Community  Contexts

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Mathematical Modeling with Cultural and Community  Contexts

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We've partnered with Northwest Early Learning to offer Canvas courses for educators, thanks to a grant from Washington STEM. These courses are designed for preK and elementary school teachers and cover the Math Anywhere approach and how to implement it in the...

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We've partnered with Northwest Early Learning to offer Canvas courses for educators, thanks to a grant from Washington STEM. These courses are designed for preK and elementary school teachers and cover the Math Anywhere approach and how to implement it in the...

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Inspire Math Changing the Face of Mathematics

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Inspire Math Changing the Face of Mathematics

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INSPIRE. PEOPLE.

Inspire math that matters. Inspire math. That matters!

Pi Before Dinner is an education site featuring inspiring resources, talks and tutorials in mathematics.which explore mathematics, justice and community

The Inspire Math Foundation

We've just registered the InspireMath Foundation as a nonprofit arm of our work to support the development of rich culturally relevant experiences in mathematics. In 2018 we travelled to Gomoa Fetteh, Ghana to support development of the AceIt Foundation STEAM Academy and partner with local district and school officials. We participated in and taught STEM lessons, explored key aspects of Ghanaian history and culture and interacted with teachers and leaders culminating in a workshop with over 100 educators entitled, "Beyond Excellence: Creating Culturally Responsive Teaching in Mathematics for Ghanaian Children".

PiBeforeDinner

Join our growing online community at pibeforedinner.com and our facebook group.

InspireMath Tutoring

We're currently registering select international students for virtual online math tutoring with expert math coaches and mentors.

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INSPIRE. PEOPLE. Inspire math that matters. Inspire math. That matters! Pi Before Dinner is an education site featuring inspiring resources, talks and tutorials in mathematics.which explore mathematics, justice and community The Inspire Math Foundation We've just registered the InspireMath Foundation as a nonprofit arm of our work to support the development of rich culturally relevant experiences in mathematics.

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Watch our weekly Facebook Live Show on Wednesdays at 7:30pm eastern. Sign into our group at www.facebook.com/groups/pibeforedinner

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Mathematical Modeling with Cultural and Community Contexts 

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Mathematical Modeling with Cultural and Community Contexts 

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The National Science Foundation has funded a 3-year research and professional development project to make mathematics rich, rigorous and relevant for elementary students grades 3-5! The project focuses on teaching and learning of - a process connecting core mathematical concepts to real-world experiences that emphasize critical thinking, analysis, problem-solving and generalization. The project brings a strong mathematical modeling component to this work. Project investigators include: Julia Aguirre (University of Washington Tacoma); Erin Turner (University of Arizona); Mary Foote (Queens College City University of New York) and Amy Roth McDuffie (Washington State University). family/community engagement

Mathematical Modeling with Cultural and Community Contexts (M2C3 ) project has developed a public website that includes project-based and teacher-generated mathematical modeling tasks, lesson plans, and student work. In the near future, video clips of math modeling in action will be available on the website.

M2C3 Project Website (modeling tasks, lesson plans, student work):

https://sites.google.com/qc.cuny.edu/m2c3/home

M2C3 Project Video - NSF Showcase (2.5 minutes)

https://stemforall2019.videohall.com/presentations/1603

CONFERENCE PRESENTATIONS:

Aguirre, J.M., Anhalt, C.O., Turner, E. E., Foote, M.Q., & Roth McDuffie, A. (2019, July) Engaging children's multiple mathematical knowledge bases with math modeling tasks in elementary classrooms. Research Presentation. International Commission for the Study and Improvement of Mathematics Teaching. University of Minho; Braga, Portugal.

Aguirre, J.M., Foote, M.Q., Turner, E.E., & Roth McDuffie, A. (2019, April) Leveraging student strengths with mathematical modeling in cultural and community contexts: Grades 3-5. Invited Session. Annual Conference of the National Council of Teachers of Mathematics. San Diego, CA.

Foote, M.Q., Aguirre, J.M., Roth McDuffie, A., & Turner, E.E. (2019, April) Mathematical Modeling with cultural and community contexts grades 3-5. Research discussion session at the annual research conference of the National Council of Teachers of Mathematics, San Diego, CA.

Anhalt, C.O, Turner, E.E., Aguirre, J.M., Foote, M.Q., & Roth McDuffie, A. (2018, June). The Price of Guacamole: Designing Rigorous and Relevant Mathematical Modeling Tasks that Build on the Strengths of Community and Cultural Contexts. 2018 Conference of TODOS: Mathematics for All. Scottsdale, AZ.

Turner, E.E., Aguirre, J.M., Foote, M.Q., Anhalt, C.O., & Roth McDuffie, A. (2018, June) Mathematizing the world: Routines and tasks that foster mathematical modeling with cultural and community contexts. 2018 Conference of TODOS: Mathematics for All. Scottsdale, AZ.

Turner, T., Roth McDuffie, A., Bennett, A., Aguirre, J.M., Foote, M. (2018, February). Mathematical modeling in grades 3-5: Connections to community and school contexts. Presentation at the annual Association of Mathematics Teacher Educators Conference. Houston, TX.

Related News:

http://www.washington.edu/news/2016/10/25/new-nsf-initiative-to-bring-real-world-mathematics-to-elementary-education/

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Dr. Julia M. Aguirre - Mathematical Modeling with Cultural and Community Contexts (M2C3)

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The National Science Foundation has funded a 3-year research and professional development project to make mathematics rich, rigorous and relevant for elementary students grades 3-5! The project focuses on teaching and learning of mathematical modeling - a process connecting core mathematical

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Teachers Empowered to Advance Change in Mathematics (Teach Math)

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Teachers Empowered to Advance Change in Mathematics (Teach Math)

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WELCOME

Teachers Empowered to Advance Change in Mathematics Project focuses on integrating children's mathematics thinking and children's home and community-based funds of knowledge in mathematics methods courses.

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WELCOME Teachers Empowered to Advance Change in Mathematics Project focuses on integrating children's mathematics thinking and children's home and community-based funds of knowledge in mathematics methods courses.

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Access, Agency, and Allies in Mathematical Systems Antiracist Tool 

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Access, Agency, and Allies in Mathematical Systems Antiracist Tool 

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This tool was developed by the A3IMS project team as we collaborated with teachers in a district with urban characteristics (see Milner, 2012). In our work together we started to recognize that non-racist actions and pedagogies were not the same as antiracist actions. Thus, we began developing this tool to better understand antiracism in order to analyze and critique our work as mathematics teacher educators. The following pages of this website include key constructs that are important to understanding and using this tool. These key constructs include 1) our definition of racism and making a distinction between racism, nonracism, and antiracism; 2) the "domains of power" framework (Collins, 2009) which provides a conceptualization about how racism is perpetuated and how individuals can exercise antiracism through our agency and influence within each of the domains of power; and 3) our assumptions about mathematics and education.

The domains of power framework highlights how racism operates in multiple ways which include the cultural, disciplinary, structural, and interpersonal domains of power. Click here to learn more.

Racism is "a system of advantage based on race" (Bonilla-Silva, year, p. xx). To be racist is contribute to the maintenance of the system whereas to be nonracist is to passively accept the systems that maintain a racial hierarchy. Antiracism, on the other hand, is active resistance against the system. Click here to learn more.

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This tool was developed by the A3IMS project team as we collaborated with teachers in a district with urban characteristics (see Milner, 2012). In our work together we started to recognize that non-racist actions and pedagogies were not the same as antiracist actions.

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As many of your own lives have been upended by the Coronavirus crisis, YPP as well has been working to adjust our work to safely continue to serve our students in our communities and pursue our mission to improve the outcomes of youth, through the catalyst of STEM literacy. In 2020 we learned a l...

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As many of your own lives have been upended by the Coronavirus crisis, YPP as well has been working to adjust our work to safely continue to serve our students in our communities and pursue our mission to improve the outcomes of youth, through the catalyst of STEM literacy.

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Data as protest. Data as accountability. Data as collective action.

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Curated by educational leader Jonathan Osler, RadicalMath empowers STEM educators to address issues of social and racial justice in math classrooms. RM is a hub for curriculum, resources, and professional development opportunities.

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In class we've been discussing the impact of COVID-19 in our communities.

I was scrolling on Twitter the other day and I found this graphic (on @JSEllenberg's page, a math professor in Winsconsin). It shows trends in new confirmed cases of COVID-19 in the United States. This is *super relevant to our discussions of the 'Library of Function' graphs. Which of those functions does the data follow?

I am interested in the presentation of this information. When you follow this google link, the graphic shown at the top of the Google webpage does not look like the one below. Why is this the case?

I've been looking for the graphic's source data but I haven't found it; I'll keep looking. But I want to know if there is more detailed data about the impact on certain communities or areas. I'm specifically thinking about our elders, lower-income communities, and communities that are primarily Indigenous, Black, and Latinx.

In this lab, you will use linear functions to make sense of unfair and unequal pay. Historically, women and other marginalized groups have been compensated less than their counterparts for the same work and, at times, for more work. For example, in Georgia, Black women earn an average of 63 cents for every dollar earned by their white male counterparts (Georgia Budget & Policy Institute, 2019). In addition to this gap, some Georgia hourly workers are legally compensated at different minimum wage rates ( $ 5.15 vs. $ 7.25) based on the Fair Labor Standards Act (U.S. air Labor Standards Act, n.d.).

After considering the legal implications of unfair and unequal pay in your state, you will consider a case study of two friends to help you think about income inequity and, more generally, impoverishment.

You can access the full lab here.

In this lab, you will use mathematics to understand food deserts. A food desert is a geographical area that has limited resources and access to affordable and nutritious food. Food deserts can be contrasted with a food oasis , which has better access to supermarkets, shops with affordable and fresh foods, such as vegetables.

By conducting original research, you will learn about food deserts and use your mathematical knowledge to make claims and support effective decision making.

You can access the full lab assignment here.

In this lab, you will use mathematics to understand equity and design wheelchair ramps. Wheelchair ramps are an important part of society because they improve access for physically disabled and handicap persons and elderly individuals. They are also cost-effective and practical solutions that enhance mobility for us all.

Using your knowledge of ramps, you will submit your designs and mathematical computations.

You can access the full lab assignment here.

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In class we've been discussing the impact of COVID-19 in our communities. I was scrolling on Twitter the other day and I found this graphic (on @JSEllenberg's page, a math professor in Winsconsin). It shows trends in new confirmed cases of COVID-19 in the United States.

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Social Justice Math lessons from Frances Harper’s site

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Social Justice Math lessons from Frances Harper’s site

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When people talk about equity in math education, they are often talking about more equal access to high-quality mathematics instruction, better resources, and advanced courses. They might also mean higher achievement for historically low-performing students, like Black students or students from low-income backgrounds. Equitable teaching practices, like these key ideas about mathematics teaching & collaborative math, can go a long way towards helping every student have access to high-quality mathematics learning, and consequently higher achievement. But that's only part of the picture.

An overemphasis on access and achievement through "good" math teaching ignores the fact that the school math curriculum is ripe with political, racial, gender, and other biases. How and what students are expected to learn inherently gives some students easier access than others. The mathematics that we value, and therefore use to gauge achievement, reflects the viewpoints of the dominant group in our society (e.g., white, middle class, heterosexual, able-bodied, male). The existing math curriculum sends strong messages about who is capable of learning math. It's no wonder that some students struggle to succeed in math and that others actively choose not to engage.

For example, consider the following question:

It costs $1.50 to travel each way on the city bus. A transit city "fast pass" costs $65 a month. Which is the more economical way to get to work, the daily fare or the fast pass?

Answer:

5 workdays in a week x 4 weeks per month = 20 workdays in a month

20 days x $3 roundtrip = $60, so the daily fare is cheaper Source

This problem was taken from a district-wide assessment (Tate, 1997), which unfairly relies on assumptions that middle-class students would make. To get the correct answer, you must assume a 5 day workweek. But students from lower income families might ask: How many jobs does this person have? How many days a week do they work? The problem also assumes that the "fast pass" will only be used for commuting to work. But families without a car may use the city bus for grocery shopping and for other trips.

Approaches to math teaching that don't question the math curriculum itself have severe limitations. "Good" teaching alone doesn't necessarily help students overcome inequities in society at large, which stem from racism, classism, sexism, and other sources of marginalization. Students need more critical awareness of how to advocate for themselves - for their own mathematics learning in other math classes or for more equitable opportunities in general.

Focusing on social justice in mathematics education provides an alternative approach to promoting equity.

Teaching mathematics for social justice identifies two pedagogical goals: (1) high quality mathematics instruction for all students; (2) development of sociopolitical consciousness and praxis through mathematics study. Social justice teaching in mathematics focuses on promoting equity within the mathematics classroom, but also on empowering students to understand and confront inequities outside the classroom. It's this second goal that this site is designed to help you with.

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When people talk about equity in math education, they are often talking about more equal access to high-quality mathematics instruction, better resources, and advanced courses. They might also mean higher achievement for historically low-performing students, like Black students or students from low-income backgrounds. Equitable teaching practices, like these key ideas about mathematics teaching & collaborative...

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Creating Balance in an Unjust World Conference on STEAMM Education and Social Justice curricular resources

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Creating Balance in an Unjust World Conference on STEAMM Education and Social Justice curricular resources

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Welcome to the Creating Balance Conference Resource Site

This site is a resource for educators who have been connected to the Creating Balance in an Unjust World Conference and is intended for educators interested in integrating issues of social and economic justice into their math classes and curriculum.

To upload materials, please click on the upload link.

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Creating Balance Conference Resource Site

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Welcome to the Creating Balance Conference Resource Site This site is a resource for educators who have been connected to the Creating Balance in an Unjust World Conference and is intended for educators interested in integrating issues of social and economic justice into their math classes and curriculum.

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National Black Lives Matter at School is an organization struggling for liberation and racial justice in education for Black youth, educators, and all youth of color. We are a Black-led and multi-ethnoracial collective of educators, parents, organizers, youth, and community folx who are committed to creating a more just world so that all people may be able to access their full humanity. We work to address racial justice in education by promoting restorative justice, advocating for mental health support, increasing Black teaching staff, ending police presence in schools, and mandating Black history and ethnic studies. We encourage all educators, students, parents, unions, and community organizations to join our annual week of action during the first week of February each year.​

Our collective is guided by core principles that are grounded in a Black Feminist framework. Political views that have brought us together in doing this work, deep revolutionary transformational politics, opposition to neoliberalism, corporate reforms in education, defend and transform unions, Black Queer feminist anticapitalist politics, abolitionist politics and approach to restorative and transformative justice.

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National coalition organizing for racial justice in education.

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The 2020 Nepantla Summer Cohort is a shortened 4 week version. The focus is on navigating racism in math education. We have outstanding facilitators, Jerica Jurado and Jennifer Dao, who are currently math teachers.

Our guest speaker during the third week is Melissa Adams-Corral, an amazing math educator currently working on her doctorate degree at The Ohio State University. Cohort members will leave with both reflections on their practice and ideas to implement in their context.

July 29- Aug 19

Wednesdays 6-7 PM CT// 7-8 PM ET// 4-5 PM PT

Cost: $20

Due to the nature of the workshop theme and emphasis on discussion, we will have a limited number of participants available. Acceptance will be on a first come first serve basis. We will notify accepted applicants within 2 days of submission. Upon acceptance, you will be directed on how to submit your $20 payment and we will offer CPDUs to attendees through partnership with Illinois Council of Teachers of Mathematics. Our initial cohort is limited to Black, Indigenous, and People of Color (BIPOC) educators to specifically address the challenges of math educators of color navigating racism in the math classroom.

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2020 Summer Cohort | Nepantla Teachers Co

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The 2020 Nepantla Summer Cohort is a shortened 4 week version. The focus is on navigating racism in math education. We have outstanding facilitators, Jerica Jurado and Jennifer Dao, who are currently math teachers. Our guest speaker during the third week is Melissa Adams-Corral, an amazing math educator currently working on her doctorate degree at The Ohio State University.

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Syllabus: A History of Anti-Black Racism in Medicine

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Syllabus: A History of Anti-Black Racism in Medicine

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The ongoing Coronavirus (COVID-19) pandemic is revealing longstanding American health and healthcare disparities yet to be addressed. While some have described COVID as a "great equalizer," policing, public health, medical care, and public funds are revealing otherwise. COVID-19's impact on Black people in general and poor and working-class Black people in particular, has elucidated this country's long disparate treatment of Black people and centuries-long neglect of Black health concerns. We hope this syllabus offers insight into those historical legacies, while simultaneously paving way for equitable health for all underrepresented populations. Although the focus of this syllabus is the history of anti-Blackness in American medicine, we are aware that many of the texts are not from historians of medicine. Those scholars' insights, however, are invaluable to our dissertation research and theoretical approaches. The selection of texts here also reveals the gaps that remain between the histories of medicine and science and Black studies. Though this syllabus is certainly not exhaustive, it lays important groundwork for bridging this gap and illustrating that questions of race and racism should be central to studying the histories of medicine and science. We hope that this syllabus serves not as an endpoint-but as a beginning.
Week 1. Medical and Scientific Theories of Racial Difference

Lee D. Baker, From Savage to Negro: Anthropology and the Construction of Race, 1896-1954 (Berkeley: University of California Press, 1998).

Mia Bay, The White Image in the Black Mind: African-American Ideas about White People, 1830-1925 (Oxford University Press, 2000).

Thomas Foster, Rethinking Rufus: Sexual Violations of Enslaved Men(Athens: University of Georgia Press, 2019).

Terence Keel, Divine Variations: How Christian Thought Became Racial Science (Stanford: Stanford University Press, 2018).

Jennifer L. Morgan, ""Some could suckle over their shoulder": Male Travelers, Female Bodies, and the Gendering of Racial Ideology, 1500-1770," The William and Mary Quarterly 54, no. 1 (1997): 167-192.

Linda Villarosa, "Myths about physician racial differences were used to justify slavert-and are still believed by doctors today," 1619 Project.

Christopher Willoughby, ""His Native, Hot Country": Racial Science and Environment in Antebellum American Medical Thought," Journal of the History of Medicine and Allied Sciences, 72.3, 328-351.

Week 2. The African Diasporic Roots of Western Medicine and Science

Pablo Gómez, "Incommensurable Epistemologies? The Atlantic Geography of Healing in the Early Modern Caribbean," Small Axe 18.2. 44 (2014): 95-107.

Margot Minardi, "The Boston Inoculation Controversy of 1721-1722: An Incident in the History of Race," The William and Mary Quarterly 61.1 (January 2004): 47-76.

Kathleen Murphy, "Translating the Vernacular: Indigenous and African Knowledge in the Eighteenth-Century British Atlantic," Atlantic Studies, 8.1 (2011): 29-48.

Katherine Paugh, "Yaws, Syphilis, Sexuality, and the Circulation of Medical Knowledge in the British Caribbean and the Atlantic World," Bulletin of the History of Medicine 88.2 (Summer 2014): 225-252.

Londa Schiebinger, "West Indian Abortifacients and the Making of Ignorance," in Agnotology: The Making and Unmaking of Ignoranceed. Robert N. Proctor and Londa Schiebinger (Stanford: Stanford University Press, 2008), 149-162.

Londa Schiebinger, Secret Cures of Slaves: People, Plants, and Medicine in the Eighteenth-Century Atlantic World(Stanford: Stanford University Press, 2017).

Timothy Walker, "The Medicines Trade in the Portuguese Atlantic World: Acquisition and Dissemination of Healing Knowledge from Brazil (c. 1580-1800)," Social History of Medicine 26.3 (2013): 403-431.

Kelly Wisecup, "African Medical Knowledge, the Plain Style, and Satire in the 1721 Boston Inoculation Controversy," Early American Literature 46.1 (2011): 25-50.

Week 3. Medicine, Health and the Slave Trade(s)

Dauril Alden and Joseph Miller, "Out of Africa: The Slave Trade and the Transmission of Smallpox to Brazil, 1560-1831," The Journal of Interdisciplinary History 18.2 (1987): 195-224.

Manuel Barcia, The Yellow Demon of Fever: Fighting Disease in the Nineteenth-Century Transatlantic Slave Trade (New Haven: Yale University Press, 2020).

Marcus M. J. de Carvalho and Aline Emanuelle De Biase Albuquerque, "Os desembarques de cativos africanos e as rotinas médicas no Porto do Recife antes de 1831/ Landing African Captives and Medical Routines at the Port of Recife, Brazil Before 1831," Almanack, 12 (2016): 44-64.

Sidney Chaloub, "The Politics of Disease Control: Yellow Fever and Race in Nineteenth Century Rio de Janeiro," Journal of Latin American Studies 25.3 (1993): 441-463

David Lee Chandler, Health and Slavery in Colonial Colombia (New York: Arno Press, 1972).

Philip Curtin, "Epidemiology and the Slave Trade," Political Science Quarterly 83.2 (June 1968), 190-216.

Richard Sheridan, "The Guinea Surgeons on the Middle Passage: The Provision of Medical Services in the British Slave Trade," The International Journal of African Historical Studies, 14.4 (1981): 601-625.

Sasha Turner, "Slavery and the Production, Circulation and Practice of Medicine," Social History of Medicine 31.4 (November 2018): 870-876.

Week 4. Slavery Era Medical Practitioners and Practices

Christiane Bougerol, "Medical Practices in the French West Indies: Master and Slave in the 17th and 18th Centuries," History and Anthropology 2.1 (1985): 125-143.

Herbert Covey, African American Slave Medicine: Herbal and Non-Herbal Treatments (New York: Lexington Books, 2007).

Sharla Fett, Working Cures: Healing, Health, and Power on Southern Plantations (Chapel Hill: University of North Carolina Press, 2002).

Pablo Gómez, The Experiential Caribbean: Creating Knowledge and Healing in the Early Modern Atlantic (Chapel Hill: University of North Carolina Press, 2017).

Niklas Thode Jensen, For the Health of the Enslaved: Slaves, Medicine and Power in the Danish West Indies, 1803-1848 (Museum Tusculanum Press, 2012).

Stephen C. Kenny, "The Development of Medical Museums in the Antebellum American South: Slave Bodies in Networks of Anatomical Exchange," Bulletin of the History of Medicine 87.1 (2013): 32-62.

Peter McCandless, Slavery, Disease, and Suffering in the Southern Lowcountry (Cambridge University Press, 2011).

Mariza de Carvalho Soares, "African Barbieros in Brazilian Slave Ports," in The Black Urban Atlantic in the Age of the Slave Trade, eds. Jorge Cañizares-Esguerra, Matt D. Childs, James Sidbury (University of Pennsylvania Press, 2013), 207-232.

Sean Morey Smith, "Seasoning and Abolition: Humoural Medicine in the Eighteenth-Century British Atlantic," Slavery and Abolition 35.4 (2015): 684-703.

Sasha Turner, "The Nameless and the Forgotten: Maternal Grief, Sacred Protection, and the Archive of Slavery," Slavery & Abolition 38.2 (April 2017): 232-250.

Week 5. Disability in Slavery and Freedom

Jeff Forett, "'Deaf & Dumb, Blind, Insane, or Idiotic': The Census, Slaves, and Disability in the Late Antebellum South," The Journal of Southern History 82.3 (2016): 503-548.

David Ingleman, "Kojo's Dis/Ability: The Interpretation of Spinal Pathology in the Context of an Eighteenth‐Century Jamaican Maroon Community," in Bioarchaeology of Impairment and Disability: Theoretical, Ethnohistorical, and Methodological Practices, eds. Jennifer F. Byrnes and Jennifer L. Muller (Springer: Cham, 2017): 95-117.

Meredith Mininster, ""Female, Black, and Able: Representations of Sojourner Truth and Theories of Embodiment," Disability Studies Quarterly 32.1 (Winter 2012).

Ellen Samuels, "Examining Millie and Christine McKoy: Where Enslavement and Enfreakment Meet," Signs: A Journal of Women in Culture and Society 37.1(Autumn 2011): 53-81.

Leonard Smith, Insanity, Race and Colonialism: Managing Mental Disorder in the Post-Emancipation British Caribbean 1838-1914 (London: Palgrave Macmillan, 2014).

Andrea Stone, "Lunacy and Liberation: Black Crime, Disability, and the Production and Eradication of the Early National Enemy," Early American Literature 52.1 (2017): 109-140.

Week 6. Medicine, Reproduction, and Childhood in the Era of Slavery

Jennifer Barclay, Mothering the "Useless": Black Motherhood, Disability, and Slavery," Women, Gender, and Families of Color 2.2 (Fall 2014): 115-140.

Tara Inniss, "From slavery to freedom: Children's health in Barbados, 1823-1838," Slavery and Abolition 27.2 (2006):251-260.

Deirdre Cooper Owens and Sharla M. Fett, "Black maternal and infant health: historical legacies of slavery," American Journal of Public Health 109.10 (2019): 1342-1345.

Lorena Féres da Silva Telles, "Pregnant slaves, workers in labour: amid doctors and masters in a slave-owning city (nineteenth-century Rio de Janeiro)," Women's History Review 27.6 (2018): 924-938.

Diana Paton, "Maternal Struggles and the Politics of Childlessness Under Pronatalist Caribbean Slavery," Slavery and Abolition, 38:2 (2017): 251-268.

Tânia Salgado Pimenta, "Midwifery and Childbirth Among Enslaved and Freed Women in Rio de Janeiro in the First Half of the Nineteenth Century," Women's History Review 27.6 (2018): 910-923.

Week 7. Medicine and Health in Post-Emancipation Era Societies

Week 8. Medicine, Public Health and Racial Uplift

Susan Muaddi Darraj, Mary Eliza Mahoney and the Legacy of African-American Nurses. (Philadelphia: Chelsea House Publishers, 2005).

Vanessa Northington Gamble. Making a Place for Ourselves: The Black Hospital Movement, 1920-1945 (New York: Oxford University Press, 1995).

Vanessa Northington Gamble, "'Outstanding Services to Negro Health': Dr. Dorothy Boulding Ferebee, Dr. Virginia Alexander, and Black Women Physicians' Public Health Activism," American Journal Public Health Vol. 106, No. 8 (August 2016): 1398-1404

Vanessa Northington Gamble, "'No Fight, No Struggle, No Court Battle': The 1948 Desegregation of the University of Arkansas School of Medicine," Journal of the History of Medicine and Allied Sciences Vol. 68, no. 3 (July 2013): 377-415.

Darlene Clark Hine, Black Women in White: Racial Conflict and Cooperation in the Nursing Profession, 1890-1950 (Bloomington: Indiana University Press, 1989)

Susan Lynn Smith, Sick and Tired of Being Sick and Tired: Black Women's Health Activism in America, 1890-1950. Philadelphia: University of Pennsylvania Press, 1995.

Sabrina Strings, Fearing the Black Body: The Racial Origins of Fat Phobia (New York: New York University Press, 2019).

Lynn M. Thomas, Beneath the Surface: A Transnational History of Skin Lighteners (Durham: Duke University Press, 2020).

Thomas J. Ward Jr., Black Physicians in the Jim Crow South (Fayetteville: University of Arkansas Press, 2003).

Week 9. Eugenics and Progressive Era Racial Science

Gregory Michael Dorr, Segregation's Science: Eugenics and Society in Virginia (Charlottesville: University of Virginia Press, 2008).

Gregory Michael Dorr and Angela Logan, "'Quality, Not Mere Quantity, Counts': Black Eugenics and the NAACP Baby Contests," in A Century of Eugenics in America: From the Indiana Experiment to the Human Genome Era, ed. Paul Lombardo, Bloomington: Indiana University Press, 2011.

Paul Lombardo, "Anthropometry, Race, and Eugenic Research: 'Measurements of Growing Negro Children' at the Tuskegee Institute, 1932-1944," in , eds. Erika Dyck and Larry Stewart, Leiden: Brill, 2016.

Michele Mitchell, Righteous Propagation: African-Americans and the Politics of Racial Destiny after Reconstruction. Chapel Hill: The University of North Carolina Press, 2004.

Ayah Nuriddin,"The Black Politics of Eugenics," Nursing Clio blog, June 1, 2017.

Ayah Nuriddin, "Engineering Uplift: Black Eugenics as Black Liberation," in Nature Remade: Engineering Life, Envisioning Worlds, eds. Luis Campos, Michael R. Dietrich, Tiago Saraiva, and Chris Young, Chicago: University of Chicago Press, 2020. (forthcoming)

Dorothy E. Roberts, Killing the Black Body: Race, Reproduction, and the Meaning of Liberty. New York: Pantheon Books, 1997

Week 10. Black People as Experimental Subjects

Daina Ramey Berry, The Price for Their Pound of Flesh: The Value of Enslaved, from Womb to Grave, in the Building of a Nation (Boston: Beacon Press, 2017).

DeNeen L. Brown, "'You've got bad blood': The Horror of the Tuskegee Syphilis Experiment."

Allen Hornblum, Acres of Skin: Human Experiments at Holmesburg Prison (New York: Routledge, 1998).

Allen Hornblum, Sentenced to Science: One Black Man's Story of Imprisonment in America. University Park, PA: Pennsylvania State University Press, 2007

James H. Jones, Bad Blood: The Tuskegee Syphilis Experiment (New York: The Free Press, 1981).

Rebecca Skloot, The Immortal Life of Henrietta Lacks (New York: Crown Publishers, 2010).

Harriet A. Washington, Medical Apartheid: The Dark History of Medical Experimentation on Black Americans from Colonial Times to the Present (Doubleday Books, 2006).

Week 11. 20th Century Race and Mental Health

Matthew Gambino, "'These Strangers Within Our Gates': Race, Psychiatry, and Mental Illness Among Black Americans at St. Elizabeths Hospital in Washington, DC, 1900-1940," Journal of the History of Psychiatry 19, no. 4 (2008): 387-408.

Gabriel Mendes, Under the Strain of Color: Harlem's Lafargue Clinic and the Promise of an Antiracist Psychiatry (Ithaca: Cornell University Press, 2015).

Jonathan Metzl, The Protest Psychosis: How Schizophrenia Became A Black Disease (Boston: Beacon Press, 2009).

Ayah Nuriddin, "Psychiatric Jim Crow: Desegregation at the Crownsville State Hospital, 1948-1970," Journal of the History of Medicine and Allied Sciences, Vol. 74, Iss. 1, January 2019.

Martin Summers, "Diagnosing the Ailments of Black Citizenship: The African American Medical Profession and the Politics of Mental Illness, 1895-1940." In Precarious Prescriptions: Contested Histories of Race and Health in North America, edited by Laurie Green, John McKiernan-Gonzalez, and Martin Summers (Minneapolis: University of Minnesota Press, 2014).

Martin Summers, "'Suitable Care for the African Afflicted with Insanity': Race, Madness, and Social Order in Comparative Perspective," Bulletin of the History of Medicine 84.1 (Spring 2010): 58-91.

Zosha Stuckey, "Race, Apology, and Public Memory at Maryland's Hospital for the 'Negro' Insane," Disability Studies Quarterly 37.1 (2017).

Week 12. Race and Medicine from Civil Rights to Black Power

Week 13. 20th and 21st Century Social and Environmental Effects of Racism

Week 14. HIV/AIDS in Black America and its Legacy

African American AIDS Activism Oral History Project

Michele Tracy Berger, Workable Sisterhood: The Political Journey of Stigmatized Women with HIV/AIDS (New Jersey: Princeton University Press, 2004).

Evelynn M. Hammonds, "Missing Persons: Black Women and AIDS," Radical America 24.2 (July 1992).

Evelynn M. Hammonds, "Race, Sex AIDS: The Construction of 'Other,'" Radical America 20.6 (Nov.-Dec. 1987). 28-38.

Stephen J. Inrig, North Carolina and the Problem of AIDS: Advocacy, Politics, and Race in the South (Chapel Hill: University of North Carolina Press, 2014).

"The Black AIDS Epidemic," Souls 21.2-3 (2019-2020).

Linda Villarosa, "America's Hidden H.I.V. Epidemic," New York Times, June 6, 2017.

Week 15. Genetics & the Re-biologization of Race

Laura Briggs, Reproducing Empire: Race, Sex, Science, and US Imperialism in Puerto Rico (University of California Press, 2002).

Jonathan Kahn, Race in a Bottle: The Story of BiDil and Racialized Medicine in a Post-Genomic Age (New York: Columbia University Press, 2013).

Anne Pollock, Medicating Race: Heart Disease and Durable Preoccupations with Difference (Durham: Duke University Press, 2012).

Dorothy Roberts, "The Problem with Race-Based Medicine," TED Talk, 2016.

Michael Yudell, Race Unmasked: Biology and Race in the Twentieth Century (New York: Columbia University Press, 2014).

Week 16. Anti-Black Racism & COVID-19

Chelsey Carter & Ezelle Sanford III, "The Myth of Black Immunity: Racialized Disease during the COVID-19 Pandemic," Black Perspectives (2020).

Merlin Chowkwanyun and Adolph L. Reed Jr. "Racial Health Disparities and Covid-19: Caution and Context," New England Journal of Medicine, May 6, 2020.

Lisa A. Cooper, Lakshmi Krishnan and S. Michelle Ogunwole, "Historical Insights on Coronavirus Disease 2019 (COVID-19), the 1918 Influenza Pandemic, and Racial Disparities: Illustrating a Path Forward," Annals of Internal Medicine, June 5, 2020.

Antoine S. Johnson, "From HIV-AIDS to COVID-19: Black Vulnerability and Medical Uncertainty," Black Perspectives (2020).

Elise A. Mitchell, "'If Bitterness Were a Whetstone': On Grief, History and COVID-19," Black Perspectives (2020).

Ayah Nuriddin, "Race, Resistance, and the Rona," Part I, Electric Marronage (2020).

--, "Race, Resistance and the Rona," Part II, Electric Marronage (2020).

Nic John Ramos, "Solving Our Urban Crisis Involves Addressing Hospitals in Addition to Policing," Washington Post (2020).

Linda Villarosa, "'A Terrible Price': The Deadly Racial Disparities of COVID-19 in America."

Recommended Textbooks and Edited Volumes
*We are incredibly grateful to Dr. Ezelle Sanford III and Dr. Nic John Ramos for their input, support, and perspectives.
Copyright © AAIHS. May not be reprinted without permission.

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By Antoine S. Johnson, Elise A. Mitchell, Ayah Nuriddin

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Syllabus: A History of Anti-Black Racism in Medicine

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The ongoing Coronavirus (COVID-19) pandemic is revealing longstanding American health and healthcare disparities yet to be addressed. While some have described COVID as a "great equalizer," policing, public health, medical care, and public funds are revealing otherwise. COVID-19's impact on Black pe

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NCTM Social Justice and Equity Resources

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NCTM Social Justice and Equity Resources

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NCTM Social Justice and Equity Resources - National Council of Teachers of Mathematics

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NCTM's Social Justice and Equity Resources See What's Inside Our Featured Books A Fresh Look at Formative Assessment in Mathematics Teaching (2018) Chapter

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UCLA Ethnic Studies Math and Science Resources

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UCLA Ethnic Studies Math and Science Resources

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7_23 Ethnic Studies Pedagogy in Math and Science Classrooms - Google Drive

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The unit focuses on the question How can people help end pandemics? It is designed to teach students about the COVID-19 pandemic, transmission of the COVID-19 virus, and the impacts of the pandemic on communities.

Over the course of the unit, students will study the COVID-19 pandemic in light of historical pandemics to build an understanding of the following key concepts:

How the COVID-19 virus spreads from person to person and through communities,

How strategies to reduce transmission of COVID-19 work,

How the actions of individuals can help to end pandemics.

The unit also supports the development of two social emotional competencies: self awareness and social awareness.

The unit employs an inquiry-based approach and is designed for 15 class periods of instruction, with optional extensions. Because of its interdisciplinary nature, it is appropriate for use in middle school science, social studies, or health classes.

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COVID-19 Science Units - Health Equity Lessons - OpenSciEd

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The unit focuses on the question How can people help end pandemics? It is designed to teach students about the COVID-19 pandemic, transmission of the COVID-19 virus, and the impacts of the pandemic on communities.

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Algebra 2 units from @benjamindickman as informed by (e.g.) the Teaching Tolerance Social Justice Standards:

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Algebra 2 units from @benjamindickman as informed by (e.g.) the Teaching Tolerance Social Justice Standards:

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by Benjamin Dickman

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Algebra 2: Public Unit Design Framework [Dickman]

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Electoral College social justice math lesson by Charles Snyder

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Electoral College social justice math lesson by Charles Snyder

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American Statistical Association Resources for K-12 educators

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American Statistical Association Resources for K-12 educators

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The Journal of Statistics Education is a free online, international journal focusing on statistics teaching and learning. Issues from 1993 to 2014 are archived along with the JSE data archive.

Focus on Statistics: Investigations for the Integration of Statistics into Grades 9-12 Mathematics Classrooms consists of 19 investigations to help classroom teachers implement key statistical concepts in their classrooms. Each investigation has an overview, learning goals, mathematical practice through a statistical lens, materials, instructional plans, and ideas for extensions. Investigation 5: How Many Calories? and Investigation 12: Chances of Getting the Flu? are available for free download. Purchase the entire book on Amazon.

Statistics Teacher (ST) is a free, online journal published by the American Statistical Association (ASA) - National Council of Teachers of Mathematics (NCTM) Joint Committee on Curriculum in Statistics and Probability for Grades K-12. ST supports the teaching and learning of statistics through education articles, lesson plans, announcements, professional development opportunities, technology, assessment, and classroom resources.

Bridging the Gap Between Common Core State Standards and Teaching Statistics includes 20 data analysis and probability investigations for teachers to use in their K-8 classrooms. Each investigation is based on the four-step statistical process as defined in the Guidelines for Assessment and Instruction in Statistics Education (GAISE) Report: A Pre-K-12 Curriculum Framework. Hard copies are available to purchase or a free PDF is available to download.

The Making Sense of Statistical Studies (MSSS) student module consists of 15 hands-on investigations that help students design and analyze statistical studies. It is written for an upper-middle-school or high-school audience having some background in exploratory data analysis and basic probability. The teacher's module includes supporting resources to help teachers use MSSS, as well as all the pages from the student module. Hard copies are available to purchase or a free PDF is available to download.

People Count! (And Their Data Stories) is a free collection of 16 lessons in which students develop, analyze, and redesign population projection models using past and present population totals by age groups to estimate future population estimates of various countries.

Significance is a magazine that demonstrates the practical use of statistics and shows how statistics benefits society. Back issues of Significance are freely available online.

is a magazine about statistics intended for anyone who has an interest in using data to advance science, education, and society.

The Statistical Significance Series highlights the contributions statisticians make to society, from health care and the economy to national security and the environment.

Teaching Statistics: Resources for Undergraduate Instructors presents a collection of classic and original articles about various aspects of statistical education, along with descriptions of innovative and successful projects.

The Quantitative Literacy Series is a four-part series of books with student and teacher editions written through a collaborative effort of teachers and statisticians. It is designed for use with middle- and high-school students. The books are part of an ASA project that was funded in part by the National Science Foundation. Though out of print, the books listed below are available through book resale sites.

Exploring Data, by James Landwehr and Ann Watkins

Exploring Probability, by Claire Newman, Thomas Obremski, and Richard Scheaffer

The Art and Techniques of Simulation, by Mrudulla Gnanadesikan, Richard Scheaffer, and Jim Swift

Exploring Surveys: Information from Samples, by James Landwehr, Jim Swift, and Ann Watkins

The Elementary Quantitative Literacy (EQL) Series was written by a team of elementary school teachers and statisticians to introduce the key ideas and lessons in data analysis and probability in the K-6 mathematics curriculum. Though out of print, the books listed below are available through book resale sites.

Exploring Statistics in the Elementary Grades, Book One, by Carolyn Bereska, L. Carey Bolster, Cyrilla H. Bolster, and Richard Scheaffer

Exploring Statistics in the Elementary Grades, Book Two, by Carolyn Bereska, L. Carey Bolster, Cyrilla H. Bolster, and Richard Scheaffer

Data-Driven Mathematics is a series of modules funded by the National Science Foundation and written by statisticians and mathematics teachers. Intended to complement a modern mathematics curriculum in the secondary schools, the modules offer materials that integrate data analysis with topics typically taught in high-school mathematics courses and provide realistic, real-world data situations for developing mathematical knowledge. Scanned copies of these books (the copyrights have been transferred to ASA) are freely available to download (PDF) through the following links:

Advanced Modeling and Matrices - Teacher's Edition, by Gail Burrill, Jack Burrill, James Landwehr, and Jeffrey Witmer

Advanced Modeling and Matrices, by Gail Burrill, Jack Burrill, James Landwehr, and Jeffrey Witmer

Exploring Centers - Teacher's Edition, by Henry Kranendonk and Jeffrey Witmer

Exploring Centers, by Henry Kranendonk and Jeffrey Witmer

Exploring Linear Relations - Teacher's Edition, by Gail Burrill and Patrick Hopfensperger

Exploring Linear Relations, by Henry Kranendonk and Jeffrey Witmer

Exploring Projects - Teacher's Edition, by Emily Errthum, Maria Mastromatteo, Vince O'Connor, and Richard Scheaffer

Exploring Projects, by Emily Errthum, Maria Mastromatteo, Vince O'Connor, and Richard Scheaffer

Exploring Regression - Teacher's Edition, by Gail Burrill, Jack Burrill, Patrick Hopfensperger, and James Landwehr

Exploring Regression, by Gail Burrill, Jack Burrill, Patrick Hopfensperger, and James Landwehr

Exploring Symbols - Teacher's Edition, by Gail Burrill, Miriam Clifford, and Richard Scheaffer

Exploring Symbols, by Gail Burrill, Miriam Clifford, and Richard Scheaffer

Exploring Systems of Inequalities - Teacher's Edition, by Gail Burrill and Patrick Hopfensperger

Exploring Systems of Inequalities, by Gail Burrill and Patrick Hopfensperger

Mathematics in a World of Data - Teacher's Edition, by Jack Burrill, Miriam Clifford, Emily Errthum, Henry Kranendonk, Maria Mastromatteo, and Vince O'Connor

Mathematics in a World of Data, by Jack Burrill, Miriam Clifford, Emily Errthum, Henry Kranendonk, Maria Mastromatteo, and Vince O'Connor

Modeling with Logarithms - Teacher's Edition, by Jack Burrill, Miriam Clifford, and James Landwehr

Modeling with Logarithms, by Jack Burrill, Miriam Clifford, and James Landwehr

Probability Models - Teacher's Edition, by Patrick Hopfensperger, Henry Kranendonk, and Richard Scheaffer

Probability Models, by Patrick Hopfensperger, Henry Kranendonk, and Richard Scheaffer

Probability Through Data - Teacher's Edition, by Patrick Hopfensperger, Henry Kranendonk, and Richard Scheaffer

Probability Through Data, by Patrick Hopfensperger, Henry Kranendonk, and Richard Scheaffer

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The Journal of Statistics Education is a free online, international journal focusing on statistics teaching and learning. Issues from 1993 to 2014 are archived along with the JSE data archive.

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Social Justice Mathematics and Science Curricular Resources for K-12 Teachers 

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Social Justice Mathematics and Science Curricular Resources for K-12 Teachers 

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Created by Kari Kokka

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Social Justice Mathematics and Science Curricular Resources for K-12 Teachers 

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The Underrepresentation Curriculum Project – A flexible curriculum designed to help students critically examine scientific fields and take action for equity, inclusion and justice.

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What if we could equip students with the tools of science to examine science itself?

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Over 60 NYT Graphs for students to analyze

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Over 60 NYT Graphs for students to analyze

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Over 60 New York Times Graphs for Students to Analyze (Published 2020)

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A collection of graphs, maps and charts organized by topic and graph type from three years of “What’s Going On in This Graph?”

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Graphs, maps and charts from The Times — and an invitation to students to discuss them live.

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In a recent conversation with my sister, we both expressed frustration that my niblets' (i.e., children of my sibling) 3rd grade teacher had yet to recognize February as Black history month. This is unacceptable. Students should learn about Black history throughout the year. It is an integral part of understanding history and current social issues. But, at the very least, students should learn Black history in February.

It also occurred to me that my niblets' teacher is not alone. There are many classrooms where Black history is ignored, and especially in mathematics classrooms. Teachers may not see mathematics education as the space to celebrate Black history. But that also is unacceptable. Black history is just as important in mathematics as it is in social studies and humanities, and especially because mathematics holds a privileged place in the school curriculum (i.e., it is prioritized over other subjects), mathematics teachers have a responsibility to acknowledge and engage students with Black history and mathematics.

Here are some ideas for celebrating Black history in mathematics by learning about Black mathematicians and their work...during February or anytime!

Black mathematicians in history

Benjamin Banneker

Mary Jackson, Katherine Johnson & Dorothy Vaughan

Black mathematicians living and working today!

It is important to celebrate Black history in mathematics, but it is equally important to introduce students to the Black mathematicians who are making history as they live and work today. Since 2017, Mathematically Gifted & Black has selected one Black mathematician to honor for every day of February. You can view honorees for this year and past years on their site.

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In a recent conversation with my sister, we both expressed frustration that my niblets' (i.e., children of my sibling) 3rd grade teacher had yet to recognize February as Black history month. This is unacceptable. Students should learn about Black history throughout the year. It is an integral part of understanding history and current social issues....