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Please read this article, prior to attending the Equity in Mathematics Education professional learning experience.

When reading this article reflect on the following questions:
1. Using the Groundwater Approach metaphor, what is wrong with the "water?"
2. Can we, as mathematics educators, clean the "water?" If so, how?

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Groundwater Approach, Racial Equity Institute (1)

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"Makes Me Wanna Holler": Refuting the "Culture of Poverty" Discourse in Urban Schooling

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"Makes Me Wanna Holler": Refuting the "Culture of Poverty" Discourse in Urban Schooling

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Please read this article before attending the PLE.

As you read, reflect on the following questions.
Ladson-Billings (2017) discusses two structural barriers that urban students often face: poor housing and ill health.
1. What other structural or institutional barriers do urban students typically face that support the persistence of educational disadvantage?

Ladson-Billings (2017) also mentions that the expert teachers and their practice (from a previous research experience) formed the basis of culturally relevant pedagogy.
2. What is your teaching philosophy?
3. What are your thoughts about curriculum and instruction?

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During the PLE, participants will learn about four equity-directed pedagogical approaches. Participants will brainstorm instructional practices that support equitable teaching within their classrooms.

Click here to access the equitable instructional practices padlet.

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Teaching Mathematics for Social Justice (TMfSJ)

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Teaching Mathematics for Social Justice (TMfSJ)

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According to Berry and colleagues (2020), teaching mathematics through a social justice lens will connect content to students’ daily lives, strengthen their mathematical understanding, and expose them to issues that will make them culturally responsive citizens and leaders in the future.

This article briefly discusses teaching mathematics for social justice and High School Mathematics Lessons to Explore, Understand, and Respond to Social Injustice (Berry et al. 2020). TMfSJ builds on the four equity-directed pedagogical approaches discussed during the PLE.

Participants are asked to read the short article to learn more about the theory and pedagogy of this specific equity-directed approach.

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This activity investigates minimum wage and fair living wage across several urban areas in the United States. The activity and additional information can be found in High School Mathematics Lessons to Explore, Understand, and Respond to Social Injustice (Berry et al. 2020).

Participants will work together to figure out how many hours each family needs to work to pay rent for the type of apartment they think is most suitable for the family. Participants will complete this activity in small groups at their table.

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TMfSJ Group Activity: Student Task Cards

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TMfSJ Group Activity: Student Task Cards

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Each participant will receive a task card that describes one family's work experience. All participants can see the PURPLE family card. As a team, the participants will work cooperatively to solve the problem as no team member has enough information to complete the task individually.

These tasks card are part of the "What's a Fair Living Wage?" lesson found in High School Mathematics Lessons to Explore, Understand, and Respond to Social Injustice (Berry et al. 2020).

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Supplemental Resource: Discussion of Complex Instruction (CI)

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Supplemental Resource: Discussion of Complex Instruction (CI)

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Lotan and Holthuis (2021) discuss Professor Elizabeth Cohen's work focusing on complex instruction. CI is designed to create equitable learning experiences and outcomes for all students by supporting equitable interactions in diverse classrooms.

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Elrod and Strayer (2018) examine a postsecondary teacher's experiences as she transitions from traditional-lecture-and-practice teaching methods to standards-based instructional practices.

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Supplemental Resource: Seminal Literature from Gloria Ladson-Billings' on Culturally Relevant Pedagogy

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Supplemental Resource: Seminal Literature from Gloria Ladson-Billings' on Culturally Relevant Pedagogy

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Building from prior educational anthropological literature, Ladson-Billings (1995) proposes a culturally relevant theory of education. Her work explicitly addresses specific concerns of educating teachers for success with African American students.