Equity lenses help to better understand and situate both broad issues in mathematics education, as well as approaches to addressing inequities and injustices.
A Reflection on the Teacher Education Gap Focused on Black Culture
The sketchnote was created as a reflection on parts of Bettina Love’s book focused on a teacher education gap.
- Love challenges educators to examine culture as a reflection of educational, economic, political, social, and spiritual conditions of a people.
- In framing cultural capital, Love draws on the work of Yosso to include aspirational, linguistic, familial, social, navigational, resistance dimensions.
- Some of the aspects of Black culture that Love highlights include: improvisation, self advocacy, language shifting practices, focus play, creativity, self expression.
- Finally, Love invites abolitionist teachers to move beyond statistics to critique the system of education, challenging notions such as the achievement gap.
Teaching Tolerance – Common Beliefs SurVEY, Discussion, Reflection
The sketchnote introduces information by Teaching Tolerance (their educator guide, beliefs survey, and discussion prompts can be found here) focused on examining our beliefs of students who are racially and ethnically diverse.
Learning Environments and Assets’ Oriented Views of Students
Chris Emdin’s five “C’s” of reality pedagogy are a powerful tool for framing and guiding transformations to pedagogy. Engage in Co-Generative Dialogue. Co-Teach with Students. Honor Students’ Cosmopolitanism. Seek to better understand students’ Context. Connect these dimensions of students’ experience with Content.
A Sketchnote of Christopher Jett’s “Supporting African American Students’: Mathematics Teacher Educators’ High Impact Practices
A sketchnote of Christopher Jett’s talk at AMTE 2020, Phoenix, AZ
Exploring Student Identity with Mathographies
Emma Gargroetzi’s (2018) research highlights the potential of narrative writing as a tool to better understand students’ identities in the context of mathematics learning experiences.
Broader than students’ math experiences and abilities, one can identify with race, culture, language, sexuality, gender, spirituality, and more. Bettina Love (2019) argues that to fully know students, teachers must seek to understand students through a lens of intersectionality “a necessary analytic tool to explain the complexities and the realities of discrimination and of power or the lack thereof, and how they intersect with identities” (p. 2). This means the multifaceted identities of students must be put in conversation with broader social issues such as discrimination and violence.