Equity and Excellence 
Resources 
Join CMCSouth and members of the Mathematics Education Community for a year dedicated to building our collective knowledge and understanding of topics and issues related to Equity and Social Justice in Mathematics.
Every month there will be new readings to discuss with focus questions for you to reflect on.
John Staley, President of NCSM has organized the monthly readings and questions into this document.
Every month there will be new readings to discuss with focus questions for you to reflect on.
John Staley, President of NCSM has organized the monthly readings and questions into this document.
Contributing Organizations & Educators


Focus Questions for the Year

August Reflection QuestionsWhom do we shepherd towards taking more math courses and who do we discourage and why?
What role does mathematics play in human flourishing and how can we talk about it in our various roles? What actions can we take as individuals, in our home communities, and in our scholarly communities to begin “Genuine Equity Work in Mathematics?” 
The readings for September are the position papers on Equity and/or Social Justice by AMTE, NCSM/TODOS and NCTM
The reading for October is the TODOS TEEM 7 Special Issue: Mathematics Education Through the Lens of Social Justice Journal.
The reading for November is book The Impact of Identity in K8 Mathematics: Rethinking EquityBased Practices by Julia Aguirre, Karen MayfieldIngram, Danny Martin
The reading for December are 3articles in the Journal of Urban Mathematics Education (JUME)
The reading for January is Beyond Banneker: Black Mathematicians and the Paths to Excellence by Erica N. Walker
The reading for February are 2papers Culturally Situated Design Tools: Generative Justice as a Foundation for STEM Diversity and Critical values and transforming data: Teaching statistics with Social
Justice. The reading for March is a paper titled Women 1.5 Times More Likely to Leave STEM Pipeline after Calculus Compared to Men: Lack of Mathematical Confidence a Potential Culprit
The reading for April is Chapter 16: How Do I Learn to Like This Child So I Can Teach Him Mathematics, The Case of Rebecca in the book Cases for mathematics teacher educators: Facilitating conversations about inequities in mathematics classrooms by D.Y. White, S. Crespo & M. Civil
The reading for May is the book Excellence Through Equity: Five Principles of Courageous Leadership to Guide Achievement for Every Student by A. Blankstein and P. Noguera
The reading for May is the book For White Folks Who Teach in the Hood... and the Rest of Y'all Too: Reality Pedagogy and Urban
Education by Christopher Emdin The reading for July is the book Teaching Mathematics for Social Justice: Conversations with Educators by A. Wager and D.W. Stinson
The readings for August are:

September Reflection QuestionsWhat are some common understandings amongst the three position paper?
What are the pathways and roadblocks to facilitating professional conversations and actions discussed in this position paper? October Reflection QuestionsHow do we change the paradigm of what mathematics is and how it should be learned from its current institutional form to one that utilizes the mathematics of people and their communities and ties mathematics to the world?
Which of the examples of social justice and mathematics tasks enacted with students that were written about in this journal most resonates with you? Why? November Reflection QuestionsWhat are equitable instructional practices that support the development of students' mathematical identity and sense of agency?
How can we advocate for the implementation of these practices? December Reflection QuestionsHow might the larger mathematics education community achieve a "both—and" approach?
How might the larger mathematics education community begin to respect the different perspectives of doing science employed when rigorously examining the critical issues of “diversity” and “equity” in mathematics education research? January Reflection QuestionsWhat is the nature of the path for developing mathematics education excellence and scholarship?
What challenges do we face and what changes might mitigate them? February Reflection QuestionsThe “pipeline” model for STEM diversity is at best like oil production, taking kids out of their lowincome communities for use elsewhere. What alternative models might be available?
How does statistics inform questions of equity and justice? How do concepts of equity and justice in turn create rich vehicles for teaching concepts of statistics? March Reflection QuestionsWhat role can mathematics teacher educators play in developing and strengthening K12 girls' mathematics confidence and identity?
What are effective instructional practices that support the development of girls' mathematical confidence, identity and sense of agency? (Note: This is a subset "focus" of NCTM's emphasis) April Reflection QuestionsHow would you support the teacher in addressing her negative views about the student and his mother?
In what ways did the case and commentary authors’ suggestions help you think about the equityrelated dilemmas you face in your own work? May Reflection QuestionsWhat are the five principles of courageous leadership to guide achievement for every student discussed by these authors?
How does your organization’s vision reflect the five components of courageous leadership? What can we do together to make visible these components? June Reflection QuestionsWhat are ways teachers can gain access to community resources (human & material)?
How can we make sense of this for mathematics teaching and learning? July Reflection QuestionsHow might teachers begin to teach mathematics for social justice? How might teacher educators begin to teach teachers how to teach mathematics for social justice?
How might teaching mathematics for social justice "look like?" How can mathematics be reenvisioned as a means to create a more socially just world? August Reflection QuestionsWhom do we shepherd towards taking more math courses and who do we discourage and why?
What role does mathematics play in human flourishing and how can we talk about it in our various roles? What actions can we take as individuals, in our home communities, and in our scholarly communities to begin “Genuine Equity Work in Mathematics?” 
TODOS is a CMCSouth Partner Orgnaization

TODOS: Mathematics for ALL is an international professional organization that advocates for equity and excellence in mathematics education for ALL students  in particular, Latina/o students. TODOS advances educators' knowledge, develops and supports education leaders, generates and disseminates knowledge, informs the public, influences educational policies, and informs families about education policies and learning strategies. All of these goals ultimately result in providing access to high quality and rigorous mathematics for ALL students.
