A Call for Collective Action

Join CMC-South and members of the Mathematics Education Community for a second year dedicated to building our collective knowledge and understanding of topics and issues related to Equity and Social Justice in Mathematics so that we may begin to take action. 

Contributing Organizations & Educators
Did you miss out on the first year of     
A Call to Collective Action?  Find all the resources to help you launch your Call to Action.   
CMC-South Book Study Selection
Teaching Mathematics for Social Justice: Conversations with Educators​
edited by Anita A Wager and David W. Stinson
​

​Webinar Presentation
Call for Collective Action
From Awareness to Action
May 24, 2018
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Webinar Presentation
Call for Collective Action to Develop Awareness
September 7, 2017 

Book Reflection Questions 

How 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 re-envisioned as a means to create a more socially just world? 

Focus Questions for the Year

  1. How might we, the mathematics education community, make a difference in the teaching and learning of mathematics “that promote rich, rigorous, and relevant mathematical experiences” for all students? What key actions should we consider?
  2. How does the reading further inform or challenge your understandings of issues related to equity and social justice in mathematics education? What question(s) do you have in regards to the reading(s)? 

@CAMathCouncil
​#mathequity

Calendar of Readings 

​November - December 2017 Reading (Webinar January 2018)
Suggested by the National Council of Teachers of Mathematics (NCTM)
The Impact of Identity in K-8 Mathematics.
Targeted Questions:
  • What 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?
 
January - February 2018 Reading (Webinar March 2018)
Suggested by the National Council of Supervisors of Mathematics (NCSM)


Excellence Through Equity: Five Principles of Courageous Leadership to Guide Achievement for Every Student (2016) by Alan M. Blankstein and Pedro Noguera Blanstein & Noguera (2016) talk about courage as the essential human virtue, and how courageous leadership is the “engine that drives the paradigm shift”.
Targeted Questions:
  • What 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?
 
March - April 2018 Reading (Webinar May 2018)
Suggested by California Mathematics Council-South (CMC-S)


Teaching Mathematics for Social Justice: Conversations with Educators, edited by Anita A. Wager and David W. Stinson
Targeted Questions:
  • How 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 re-envisioned as a means to create a more socially just world?
 
May - June 2018 Reading (Webinar July 2018)
Suggested by TODOS: Mathematics for ALL
Focused article from TEEM 7- Special Issue: Mathematics Education Through the Lens of Social Justice 


Targeted Questions:
  • How 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?
 
July - August 2018 (Webinar September 2018)
Suggested by the Association of Mathematics Teacher Educators (AMTE)


Chapter 16: How Do I Learn to Like This Child So I Can Teach Him Mathematics: The Case of Rebecca (Mary Q. Foote with accompanying commentaries)
  • Commentary 1: Examining Interest Convergence and Identity: A Commentary on Foote’s Case, Robert Q. Berry III.
  • Commentary 2: Supporting a Teacher’s Shift from Deficits to Funds of Knowledge: A Commentary on Foote’s Case, Maura Varley Gutiérrez.
  • Commentary 3: A Commentary on Foote’s Case, Nora G. Ramírez.
Chapter from: White, D. Y., Crespo, S. & Civil, M. (Eds.) (2016). Cases for mathematics teacher educators: Facilitating conversations about inequities in mathematics classrooms. Charlotte, NC: Information Age Publishing. Link to purchase book: http://www.infoagepub.com/products/Cases-for-Mathematics-Teacher-Educators  
Targeted Questions:
  • How 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 equity-related dilemmas you face in your own work?
 
September - October 2018 (Webinar November 2018) 
Suggested by the Journal of Urban Mathematics Education (JUME)


Three Articles
Mathematics as Gatekeeper: Power and Privilege in the Production of Knowledge (Martin et al JUME 2010)
“Both And”—Equity and Mathematics: A Response to Martin, Gholson, and Leonard (Confrey JUME 2010)
Engaging Students in Meaningful Mathematics Learning: Different Perspectives, Complementary Goals (Battista JUME 2010)
Targeted Questions:
  • How 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?
 
November - December 2018 (Webinar 2019)
Suggested by Robert Q. Berry III


For White Folks Who Teach in the Hood... and the Rest of Y'all Too: Reality Pedagogy and Urban Education (2016) by Christopher Emdin. The author discusses different types of pedagogies grounded in the resources that communities can offer for teaching; The author introduces 7'Cs.
Targeted Questions:
  • What are ways teachers can gain access to community resources (human & material)?
  • How can we make sense of this for mathematics teaching and learning?

@CAMathCouncil
​#mathequity
​

A Call for Collective Action Contributing Organizations & Educators

Resources

TODOS and NCSM Joint Position Paper: Mathematics Education Through the Lens of Social Justice:  Acknowledgement, Action, Accountability.

TODOS:  Teaching for Equity and Excellence in Mathematics (TEEM) Publications 

​NCTM Position Paper:  Access and Equity in Mathematics

NCTM Clip:  Classroom Practices that Support Equity-Based Mathematics Teaching 

Marta Civil:  Working Towards Equity in Mathematics Education: A Focus on Learners, Teachers, and Parents  

Teaching for Robust Understanding (TRU) Framework

Math Forum: Key Issues of Equity Resources
TODOS is a CMC-South 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.