Category: For Teachers
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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…
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Are you white? (a Zine)
Are you white? Are you interested in learning about race and racism? Check out this zine as a way to learn more.
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Who gets into algebra in 8th grade?
Who gets into algebra in 8th grade? In a racially diverse school, why are children of color under-represented in 8th grade algebra?
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That’s So Ghetto #microagression
“Ghettos were created and under-resourced by design…” #Redlining systematized the creation and persistence of America’s Ghettos.
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What is our work?
What is the work of the antiracist algebra coalition? This post features a zine of our ongoing work, a moment in time to capture our thinking about priorities and directions for action.
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Joy in math is possible.
All images are copyright by the author, Nicole L. Fonger (c) 2021. You are welcome to use these images under a creative Commons License. However, please cite these resources accordingly.
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Antiracism and Algebra.
I believe a mechanism to supporting an antiracist agenda in algebra education is to form a coalition of diverse stakeholders who are dedicated to racial justice and committed to learning and taking action to dismantle policies and practices that perpetuate inequities for students’ meaningful learning of algebra.
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An Equity Lens (in Sketchnotes)
Equity lenses help to better understand and situate both broad issues in mathematics education, as well as approaches to addressing inequities and injustices. In this series of sketches, I explore one lens on equity developed by Rochelle Gutierrez, and relate this to other perspectives by Christopher Emdin and Bettina Love. While the sketches are my…
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Rx. Breathe, nature, self-care.
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.
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Can you draw it? Sketchnotes 101
In my current projects on linking research and practice in mathematics education I am called to create illustrations and visual manifestations of ideas. I have also found this lens to be supportive in my teaching. In reading student papers, where ideas are still forming, I ask: Can you draw this idea? Create a sketch to illustrate…
Nicole L. Fonger 