Racial Equity in Math Education Committee

Mission Statement

Formed during the writing of the ANN Statement on Racial Justice, this working group focuses on education and action to promote equity in our classrooms, teaching practice, and organization.

The work of the ANN Racial Equity in Math Education Committee centers on three questions: Where does racial inequity show up? How does it affect our students? How can we disrupt it?

High-quality mathematics instruction requires that practitioners acknowledge and address that systems steeped in white supremacy, our own learned biases, and the history of math education all contribute to dehumanizing mathematics education for teachers and students. 

  • We work to live in the community value of rehumanizing mathematics education through the disruption of racial inequity. We center our humanity and the humanity of our students as we imagine what this could look like.  

  • We offer and promote opportunities for teachers to be learners and to have and model mathematical habits of mind like being comfortable not knowing, investigating, and appreciating and learning from mistakes in the context of racial equity in math education. We will work toward our members feeling empowered to contribute to discourse around racial equity in math teaching and learning. 

The ANN Racial Justice in Math Education committee's monthly meeting is open to all ANN members. Please join us!

Our committee meets monthly on the third Tuesday of every month. Our next meeting is October 18, 2022. 

  • ​11:00-12:30 Pacific 
  • 12:00-1:30 Mountain 
  • 1:00-2:30 Central
  • 2​:00-3:30 Eastern

If you'd like to attend, please register in advance for this meeting: 

https://us02web.zoom.us/meeting/register/tZUqc-ihpzooGdLdQyV2o9KbkOQ8X9TYExlb  

After registering, you will receive a confirmation email containing information about joining the meeting.

If you are interested in joining our committee, or have any questions, please contact Sarah Lonberg-Lew & Mark Trushkowsky

We are currently reading Culturally Responsive Teaching & the Brain by Dr. Zaretta Hammond. 



To learn more about the movement to rehumanize mathematics:

Gutiérrez, R. (2018).

Introduction: The Need to Rehumanize Mathematics


Math for Identity & Belonging

In the Fall of 2021, we started an ongoing community series called Math for Identity and Belonging. 

PREVIOUS MATH FOR IDENTITY & BELONGING COMMUNITIES 

Measuring a Meaningful Place (Fall 2021) One way to advance equity in the math classroom is to center student voice and student experience.  Inspired by the movement to rehumanize mathematics, participants in this six-week program worked toward and then reflected on a place-based math activity called Measuring a Meaningful Place.  We experienced this task together as learners and then considered ways to cultivate healthy identity and belonging with students in our own teaching contexts, whether in person or at a distance. 

Representing Data Creatively (Winter 2022) - Data is all around us.  One way to advance equity in the math classroom is to give students opportunities to look carefully at the data in their lives, collect it, and share it with others in a meaningful way.  Participants in this workshop practiced this process for themselves in order to be able to bring the experience to their students.  Participants chose something about their daily lives to track, tracked it for a month, and then found creative ways to represent it and share it with the group.  We worked through the steps of the process together, sharing ideas and support along the way. 

This community series was centered around an activity developed by Amy Vickers, WI for her math class. Read Rehumanizing Math Through Collecting and Representing Data from the Math Practitioner to learn more about the activity and to see some of her students' projects. 

Below are some photos of the final artistic data representations created during this community series:


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