This session explores how economic inequity, at the intersection of racial, gender, and other forms of oppression, can be interrogated in the math classroom. Small groups will do a close read of a different news article (e.g. lead poisoning in Flint, Michigan) that contains data and representations, first lifting up mathematical concepts and questions within it and then exploring how the article, as a tool, could be used in the classroom, what benefits and challenges there may be in using it, and what kinds of awareness or actions wrestling with the article could support students to further develop.
Since mathematics education is often positioned as a neutral, objective, context-void discipline that consists of procedures to follow to get to right answers, exploring how math is human and is created by people within social, cultural, and political contexts is integral to decolonizing math education. This session supports session participants to collaboratively explore how math in news stories about inequity can inform math teaching in ways that reframe and reclaim math education, recognizing that math is a part of reporting and critically examining oppression. The intended participants for this session are teachers, teacher educators, community members and students alike, as all of these groups will offer valuable insights into how we think about, learn about, and act on math in the news.
Creating Balance Workshop 2018
Mary Candace Raygoza