Developed by the SABES Mathematics and Adult Numeracy Curriculum and Instruction PD Center
Overview
Math class can and should be a place where racial equity is advanced. Racial inequity is a problem in the United States, and it is not one that can be left at the classroom door. Systemic racism and its effects find ways into our interactions with and expectations of each other. While it might seem that math class is removed from social issues like racism, math teachers can promote racial equity in powerful ways! In this two-part series, we will explore what we as teachers can do in our classrooms to create safe and equitable spaces that disrupt the effects of racism and nurture our students' mathematical identities.
Facilitators: Sarah Lonberg-Lew & Mark Trushkowsky
This professional development workshop is designed for:
This is part two of a two-part series that explores what math teachers can do in their classrooms in terms of a) practice and b) content to promote equity.
In this session - Part 2 - we will use the routine of slow-reveal graphs to explore how math can be a tool for identifying and disrupting the effects of racism. Teachers will reflect on responding to student resistance in a humanizing way.