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What is algebra?

What counts as meaningful algebra? Who is supported to learn algebra meaningfully? I’m excited to share a compilation of research and practice through the visual strategy of sketchnotes in a forthcoming book. Please reach out for inquiries about workshops and events.

Fonger, N. L. (2024). Making algebra meaningful: A visual approach to math literacy for all. https://www.tcpress.com/making-algebra-meaningful-9780807769966

Description: An essential understanding of the uses and practices of algebra remain out of reach for many students. In this book, award-winning researcher Dr. Nicole Fonger addresses the issue of how to support all learners to experience algebra as meaningful. In a highly visual approach, the book details four research-based lenses with examples from 9th-grade algebra classrooms: (1) students’ algebraic reasoning and representing; (2) goal-directed classroom practices with technology; (3) culturally and historically responsive algebra literacy; and (4) teachers’ journeys toward antiracism. The author makes connections among research in algebra education; teaching algebra; and leading ambitious, equitable, and antiracist visions for algebra education.

By the End of This Book, You Will:

  • Learn how to support students to fluently reason and represent expressions, equations, and functions.
  • Learn how to design algebra lessons that are culturally and historically responsive to students’ experiences and social justice issues.
  • Learn to use sketchnotes to reflect on and communicate complex ideas in teaching and learning algebra.
  • Have a set of tools for guiding the design of instruction to support meaningful algebra learning for all students.

Download and print the attached zine on What is algebra? Learn how to fold a zine by Prof. Fonger and share with your colleagues.

Fonger, N. L. (2024). What is algebra? A zine.

zine-what-is-algebra-1Download
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“It was meaningful because…”

In this visualization of research, I highlight the ongoing efforts of the Meaningful Math Research Group at Syracuse University. We are engaged in cycles of research, development, and evaluation, aimed at supporting all students to experience math as meaningful.

This zine was created for the Diversity, Equity, Inclusion, and Access Symposium, October 3, 2023, at Syracuse University. Suggested citation for this work:

Fonger, N. L. (September 2023). Zine: Enhancing students’ inclusion and belonging by developing meaningful mathematics literacies in the ‘place we now call home.’ Accessed from http://www.nicolefonger.com.

I’m grateful for the members of the Meaningful Math Research Group at Syracuse University and their contributions to our ongoing research: Emanuel Boutros, Hanyi Xu, Qiong (Mars) Wu, Stephen Caviness, Karley Voyais, Waleed Raja.

DEIA Zine MMRG Fonger Sept 15 2023_sharedDownload
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Syracuse Truth Seekers June 10 2023 Lead Poisoning Prevention Event

Join us at the Nottingham H.S. Courtyard (3100 E Genesee St, Syracuse, NY) on June 10, 2023 from Noon-2PM for a Youth-Centered Education and Advocacy Event focused on Lead Poisoning Prevention in Syracuse.

What? We will have free food, music, and hands-on activities! Youth, teachers, students, and professors will showcase educational posters, maps, hands-on activities, and information critical to understanding and preventing lead poisoning.

Why? Lead poisoning is an environmental justice issue in Syracuse. We must educate ourselves, educate others, and advocate for change.

When? Saturday June 10, 2023, 12pm noon – 2pm.

Where? Nottingham H.S. Courtyard (3100 E Genesee St, Syracuse, NY). Park and enter through the main doors of Nottingham High School, Security officers will guide you through to the Outdoor Courtyard for the event.

Park and enter Main Nottingham High School, Security will guide you through to the Outdoor Courtyard for the event.

Thank you to our Event Sponsors! Syracuse City School District Office of Family Engagement at Nottingham High School and Syracuse University.

More About the Syracuse Truth Seekers. The Syracuse Truth Seekers formed in December 2022 as an outgrowth of the Antiracist Algebra Coalition led by Professor Nicole Fonger. The Syracuse Truth Seekers are a community of Nottingham High School students and faculty, together with Syracuse University students and faculty. We are dedicated to addressing environmental justice through education and advocacy focused on math and mapping.

Contact. Reach out to Nicole Fonger with questions: NFONGER at SYR dot EDU

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Cultivating math genius.

Since coming across the work of Dr. Gholdy Muhammad, I’ve come to understand meaningful math learning in a totally different way. This post captures Dr. Muhammad’s research on “Cultivating Genius” from my perspective as a math education researcher, community-engaged scholar, and professor.

How do you cultivate students’ math genius? Through intentional designs for learning that celebrate students’ identities, that hone students’ skills, the grow students’ intellect, that expand students’ criticality, and that spark joy.

#identity #skills #intellect #criticality #joy #Muhammad2020

Scroll for multi-media resources… Engage with the image gallery, print, fold, and share an illustrated zine, or post the 1 page handout.

Teaching and learning from a culturally and historically responsive literacy framework (Muhammad, 2020) means developing students’ identity, skills, intellect, criticality, and joy. Check out this 1 page visualization of these layered pursuits from Dr. Fonger’s orientation toward meaningful math learning and teaching.

cultivating-genius_handout_11by8.5_fonger-2022Download

Zines are mini-magazines about a topic. Print out this zine at 100% scale and fold it following these directions in a Video (How to fold a zine by Prof. Fonger) or Illustrated Guide by Ashley Topacio (You Print Zine). Share this zine with others and inspire creativity in education!

cultivating-genius_zine_11by8.5_fonger2022Download

How do you cultivate students’ math genius? Reach out!

Dr. Nicole L. Fonger

Resources

Muhammad, G. (2020). Cultivating genius: An equity framework for culturally and historically responsive literacy. Scholastic.

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A Sense of Place.

What do Food Justice and Highway 81 in Syracuse have to do with math?

A_Sense_of_Place__1119

“Syracuse Central School District and Syracuse University students, teachers, coaches, researchers, and other education stakeholders came together at Cafe Sankofa of Syracuse’s South Side on May 7, 2022 for “A Sense of Place.”

This community-engaged event was an opportunity for attendees to learn how math is being used to address local issues, such as highway revitalization and food justice.

The event included educational stations, spoken word performances, music, and food.

“A Sense of Place” was organized by the Antiracist Algebra Coalition, which connects Syracuse community members and education stakeholders as a way to explore the intersection of antiracism and students’ success in algebra.

Event sponsors are the Central New York Humanities Corridor, The Engaged Humanities Network, and Syracuse University’s College of Arts and Sciences, School of Education, and Office of Undergraduate Research and Creative Engagement (The SOURCE).”

A Sense of Place: Using Math to Engage in Our Communities Event

We are grateful for funding support from the Central New York Humanities Corridor, and the following Syracuse University organizations: The Engaged Humanities Network and the Mathematics Department in the College of Arts and Sciences, the School of Education, the the Syracuse Office of Undergraduate Research and Creative Engagement.

Schedule of Events:

  • 12:00 pm
    • Kick-off with Music by DJ Dubl6,
    • Interactive Stations by Teachers and Students
    • Snacks by Food Truck Vendor Oompa Loompyas
  • 12:30 pm
    • SCSD Student Spoken Word Performances
    • Headliner, Local Artist Cedric T. Bolton (aka Blackman Preach) Spoken Word Performance
  • 1:00 pm til 2:00 pm
    • Ice Cream Cart by Skippy’s
    • Hands-On Social Justice Math Activities
    • Book giveaway
    • Music by DJ Dubl6
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The Antiracist Algebra Coalition.

In this post I answer 5 key questions:

  • 1. What was the initial process of forming the Antiracist Algebra Coalition like?
  • 2. How did my ideas become reality?
  • 3. Did you receive support from any of your colleagues or the university?
  • 4. What sparked your interest in starting “The Antiracist Algebra Coalition”?
  • 5. What are the results of this project?

I wrote this post as response to a Syracuse University student who wanted to learn more a bout the Antiracist Algebra Coalition. I hope you enjoy learning more about this work!

1. What was the initial process of forming the Antiracist Algebra Coalition like?

The initial process involved:

  • making clear for myself what my goals were and why I was starting this work
  • identifying several folks whom I thought would be interested in collaborating with me
  • setting agendas and repeated meetings to continue the conversation and work

To be honest, I also didn’t really know what I was doing at the start. I didn’t have a “playbook” for next steps, and it felt really uncertain and vulnerable. I have since learned that doing community engaged work can be summed up by doing work together, co-creating knowledge, and being in relationship.

Dr. Nicole Fonger on What is Community-Engaged Scholarship (a zine)

2. How did my ideas become reality?

In starting this community-engagement project, it was important to have a clear sense of the topic and scope of the work. I also articulated several driving questions and goals. As the work continued, more stakeholders came into the fold and expanded who was involved.

Antiracist Algebra Coalition
I describe the goals and aims of the Antiracist Algebra Coalition at this website.

The sketchnote below provides a visual of this kind of planning and reflection that it took to realize these ideas.

A community engagement planning table to support new projects and keep track of ongoing work. See the “How do I get started in community-engaged scholarship” zine.

3. Did you receive support from any of your colleagues or the university?

I feel very supported at Syracuse University to engage in community engaged work. While I may not have felt that way at the start, I feel that way now. I believe in the work of community-engaged scholarship, and I now have a network of faculty, students, and community leaders who share that commitment.

Dr. Nicole Fonger on community-engaged work at Syracuse University.

Time. One huge form of support in starting this group was having the flexibility to focus on my research and scholarship through a research leave. This meant I wasn’t responsible for teaching classes during the semester that I was forming the coalition. It takes a huge amount of time to build relationships with community partners. With this research leave I was able to focus on building something new.

Funding. Grant money also supported this work in a very tangible and practical way. Having funds to pay collaborators such as school teachers, district and building coaches, consultants, parents, and other community leaders was important to me. This work was funded through a CUSE Grant “Building Research-Practice Partnerships to Improve Student Outcomes in School Algebra” as well as the Engaged Humanities Mini-Grant “Antiracist Algebra Coalition.”

Relationships. Now that I have been a part of the SU community for over 4 years, I have a network of colleagues who support me along the way. My colleagues encourage me, celebrate my successes, and provide words of wisdom when I meet challenging obstacles.

4. What sparked your interest in starting “The Antiracist Algebra Coalition”?

I’ve done a huge amount of personal growth related on unlearning racism, seeing the ways that inequities is designed into systems that govern our society–including mathematics education–and better understanding my role as a teacher and scholar in making change.

In my learning, I realized that to make impactful change, I needed the support of a larger community of people who had different roles in mathematics education–different stakeholders–if you will. I needed to hear from students, from teachers, from school and district leaders, and from parents. The work of abolition in mathematics education is not an individual person’s responsibility, it’s a collective responsibility of the community.

Dr. Fonger on why she started the Antiracist Algebra Coalition

I’ve included the following arts-based representations of that growth to showcase some of starting points for the coalition.

Who gets into algebra in 8th grade?
This sketchnote shared some of my reflections on how bias and racism is interwoven in the procedures and practices of school matheamtics.
Reflecting on Dysconscious Racism
This sketchnote showcases some of the ways I am “unlearning” racism in my practice as a math teacher.
Are you white? (a Zine)
This zine captures some of what I’m learning about race, racial literacy, and the work of being a co-conspirator as a white person dedicated to advancing racial justice for Black, Indegenous, People of Color.
That’s So Ghetto #microagression
This zine was produced in collaboration with Syracuse University office of Diversity, Equity, and Inclusion. It captures ideas related to redlining, and biases that may be reflected in our speech patterns through microaggressions.

5. What are the results of this project?

The Antiracist Algebra Coalition is ongoing. It’s currently folded into the work of the Meaningful Math Research Lab that I lead at Syracuse University with undergraduates and graduate student researchers.

Some of the history of the group is captured here:

  • In Spring 2022 our work is focused on designing and implementing social justice math units in high school and middle school. We will host an event in May 2022. Stay tuned!
  • Fall 2021 Work Sessions were held in October and November and focused on Black Brilliance and Mathematics Coaching
  • Spring 2021 was the initial convening of the group to set aims, visions, and foci of our work.

Some of the arts-based products of this group include:

Some of the written products of the work include:

  • A Grant Proposal to the W. T. Grant Foundation focused on Black Brilliance in Algebra
  • An article for the Mathematics Teacher Learning and Teaching journal on my journey toward becoming an antiracist math educator
  • News briefs on high school math lessons that connect Black History, the 15th Ward, and math
  • A journal article on teaching other math teachers how to engage in antiracist math teaching practices
Featured

Are you white? (a Zine)

I created this zine “Are you white?” as a reflection on my journey toward becoming an antiracist math educator. In this post I introduce the zine through a video. I also include a PDF for you to download (c) Nicole Fonger (usable under a creative commons license). This work is also featured in a Mathematics Teacher Learning and Teaching journal article (in press February 2022).

Feb 9, 2022 • Dr. Nicole Fonger, an assistant professor of mathematics and mathematics education at Syracuse University, introduces a zine (mini-magazine) focused on ideas she has found helpful to learn about race and racism, and the work of white people like herself. This zine includes several resources to learn more including podcasts and books and frameworks. The artwork is original and created by Dr. Fonger. The ideas that are depicted are based on others’ published works including: DismantlingRacism.org, ShowingUpForRacialJustice.org, Anneliese Sing’s The Racial Healing Handbook, the Virginia Commonwealth University Becoming an Antiracist Educator series, the Seeing White podcast series by Scene on Radio, and UMass Amherst Center of Racial Justice.

If you choose to download and print this zine, see this brief video tutorial for how to fold a zine. Drop a note in the comments below to let me know who you share it with and what you think about this form of creative scholarship. Please cite this work as

Fonger, Nicole L. (2022, February 9). Are you white? [Zine] Accessed https://nicolefonger.com/2022/02/09/are-you-white-a-zine/

fonger_nicole_zine-are-you-white_2021Download
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Who gets into algebra in 8th grade?

Please cite as Fonger, Nicole L. “Who gets into algebra in 8th grade” Original sketchnote created May 2021

This sketchnote is featured in the Mathematics Teacher Learning and Teaching Journal (in press, February 2022).

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Rx. Breathe, nature, self-care.

A student recently visited my office hours in a desolate condition. Complaints about a class, another class, another professor, poured out of their mouth no sooner than tears began streaming down their face. The world as they knew it was crashing in on them. Perseverating on fears, the unknown possibility of a dark future, seemingly unable to be here now…

I found myself calm, attuned, and open-hearted.  In listening and observing, I sought to see the student. I sought to provide a mirror, and offered the following “prescription” written on the front and back of an index card:

Practice non-judgement. Notice when your mind perseverates on something — an expectation, a perceived “failure.” Notice when it’s you against yourself in the ring. Yet in noticing, do not judge it. Just allow it to be, and move on. Ah, it is there, my teacher, how interesting. It is not good, it is not bad, it just is. #mindfulness

Notice nature. As you walk out into the world, look around you in nature. Notice. What is happening outside? The changing seasons, the falling of leaves, the preparation for winter, a cool brisk breeze… These are all beautiful reflections of letting go. Changes occurring in the macrocosm all around you on Earth, are also occurring within you as a microcosm. The antidote is always the opposite.  Ground into the earth, drink water, find a place to be, just be, without another agenda. #naturewalk

Breathe. Inhale for four counts, exhale for eight counts. Inhale for four counts, exhale for eight counts. Repeat this breath pattern and notice how your parasympathetic nervous system responds and relaxes into a calmer state with the power of the breath grounding you to the now. #breathe

Seek out support. Find another person in each class or group that you can confide in, and work through related difficulties together. Go directly to each of your teachers, mentors, or professors, and explain the trouble you are having. Visit health services and a counseling center. I recommend the “mind spa” which is a quiet room designed to cultivate relaxation, meditation, and a space to just be.

As the student left, he called over his shoulder saying, “I’ll see you next week.” I smiled. Mind you, this student is not on one of my class rosters. Instead, he found himself in my office during one of the prize times each week I hold space for students to be, to converse, to do math, to tell stories (i.e., office hours).

As I reflect on this experience, what stands out the most, is the oneness of human experience. We do such a great job of presenting our selves to the world (most of the time). As of late, these representations of self often come through shiny, filtered lenses and posts that portray the best of us. Yet these portrayals of self and of experience often fail to convey the totality of human experience–including the humanity in suffering.

Each of us has a story, has been stuck, has suffered affliction of one form or another. Our challenge then, remains an opportunity. See one another. Hold space for one another. Be. When you are in that place in you, and I am in that place in me, we are one.

Data Warriors Safe Communities Event

Join us! All are welcome at this free, family friendly event on Saturday Dec. 2 from 2:30-4:30 pm at SALT Space 103 Wyoming St. Syracuse.

Highlights: free food, a dj, giveaways, guest speakers, interactive displays by high school students and teachers and SU students and faculty

Signup here: https://bit.ly/DataWarriorsDec2

The Data Warriors focus on education and advocacy around local environmental justice issues through math and mapping. At this Safe Communities showcase event we will focus on our current and ongoing work around lead poisoning prevention, Interstate-81, and building safe communities in Syracuse.

Thank you to our sponsor the Central New York Humanities Corridor for funding this event.

Like our Facebook Event here: https://fb.me/e/1ngUOOIhf

Culturally and historically responsive math tasks.

Here are the most recent iterations of the math tasks we use with youth and young adults. These lessons were collaboratively developed by the Antiracist Algebra Coalition, the Syracuse Truth Seekers, and the Meaningful Math Research Group at Syracuse University.

Social and Environmental Justice Math Tasks

Highway 81, Redlining, and White Flight, Population Trends, Linear Functions

Lead Poisoning, Environmental Justice, Exponential Decay

Explore more!

We elaborate some of the research on redlining in this zine “That’s so Ghetto #microagression” created by Dr. Fonger in collaboration with the SU office of diversity and inclusion.

In our People, Place, and Population Predictions article we elaborate how we used these lessons with young people, and the design behind the tasks.

We also share visualizations of Dr. Gholdy Muhammad’s Cultivating Genius model for historically responsive literacy as the grounding task design framework for Cultivating Math Genius.

We look forward to hearing how you take up these ideas in your own contexts and learn from our work. Reach out!

Evoking Emotion in a Math Lesson.

These below photos and the prompts were curated by Ken Keech, Betty Routhouska, and Nicole Fonger and used in a math lesson and Desmos Activity “Linear Functions and the 15th Ward.” Mr. Keech and Mrs. Routhouska taught this lesson for high school students at Nottingham High School.

The Original Photos of the two couples shown here as sketches (by Fonger) were taken by Richard Breland and published on Syracuse New Times “The way they were: Images of residents from the 15th Ward during thew 1950s.” The quotes and data are published by the Onondaga Historical Association “The Destruction of Syracuse’s 15th Ward.”

We asked students “What might the 15th ward have felt like for Black Americans at the time? Why do think this?”
Please cite as Keech, K., Routhouska, B., & Fonger, N. L. (2022). “Evoking emotion in a culturally and historically responsive math lesson on linear functions.” Accessed on Today’s Date from https://nicolefonger.com/2022/05/18/evoking-emotion-in-a-math-lesson/

We’d love to hear how you are using these or similar resources to evoke emotion in math lessons. Reach out!

This community engaged research was made possible with support from the Antiracist Algebra Coalition and the Meaningful Math Research Group at Syracuse University, especially students Waleed Raja, Khadija Sharif, Daslin Peña, Emmy Njue, Abigail Erskine, and Stephen Caviness. Funding support for this community-engaged research is from the Humanities Corridor of Central New York, and the following organizations at Syracuse University: the Engaged Communities Network in the College of Arts and Sciences, the Deans office in the School of Education, the Mathematics Department, the Syracuse Office of Undergraduate Research and Creative Engagement (SOURCE), and the Collaboration for Unprecedented Success and Excellence (CUSE) Grant Program. For more information contact Nicole Fonger at nfonger AT syr DOT edu or http://www.nicolefonger.com @research2practice on Instagram and @nmlfonger on Twitter

Vision Board.

This vision board was created by Ken Keech, Betty Routhouska, and Nicole Fonger with support from the Antiracist Algebra Coalition and the Meaningful Math Research Group at Syracuse University students Waleed Raja, Khadija Sharif, Daslin Peña, Emmy Njue, Abigail Erskine and Mathematics Instructional Coach, Tracy Mosier of the Syracuse City School District Mathematics Department.

This vision board is an adaptation of Dr. Gholdy Muhammad’s Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy.

Please Cite as: Keech, K., Routhouska, B., & Fonger, N. L. (2022). A Vision Board for Culturally and Historically Responsive Mathematics Literacy adapted from Dr. Gholdy Muhammad’s Cultivating Genius. Accessed from http://www.nicolefonger.com

Partial funding support for this community-engaged research is from the Humanities Corridor of Central New York, and the following organizations at Syracuse University: the Engaged Communities Network in the College of Arts and Sciences, the Deans Office in the School of Education, the Mathematics Department, the Syracuse Office of Undergraduate Research and Creative Engagement (SOURCE), and the Collaboration for Unprecedented Success and Excellence (CUSE) Grant Program.

For more information contact Nicole Fonger via email nfonger AT syr DOT edu or http://www.nicolefonger.com @research2practice on Instagram and @nmlfonger on Twitter