Rehumanizing Mathematics: Why It is Needed and What It Means in the K-12 Context

 

 

Accessibility questions for all events, please contact the center at (317) 278-3493 or email at glec@iupui.edu.

 

Feb 14 2019 - 4:00pm to 5:00pm
ET
Online

4-5 pm EST

3-4 pm CT

2-3 pm MT

For many students, mathematics has not been a humanizing experience (Caswell, Jones, LaPointe, M., & Kabatay, T., 2018). This virtual roundtable will bring together various stakeholders to discuss the “why and how” of mathematics instruction that “humanizes” mathematics such that students see themselves as capable problem solvers who can make valuable contributions to the field of mathematics.

 

This virtual roundtable will:

  • Provide an understanding/definition of humanizing mathematics and why “rehumanizing” is a more appropriate word choice that equity in mathematics education
  • Discuss why students’ mathematical identity and ways of knowing should be and honored in the mathematics classroom
  • Provide roadmap/frameworks that can support school district’s efforts to “rehumanize mathematics”

 

By the end of this virtual roundtable, you will be able to:

  • Demonstrate how mathematics can be rehumanized for your students, having them understand that they are capable problem solvers who can make valuable contributions to mathematics
  • Know ways that teachers can affirm learners’ mathematics identities 
  • Understand the MAP Center equity tools: "Assessing Bias In Standards And Curricular Materials, A Framework Toward Critical Literacy in Mathematics Instruction," "STEM Education Equity Analysis Tool" as ways for participants to assess the “human nature” of your mathematics classrooms

 

Join Us for a Twitter Chat!

5:00-5:15 EST

@MATH_ED_WITH_JAMI

@RG1gal

@struchens
 

Accessibility

  • Recorded Episodes with Closed Caption
  • Downloadable Transcriptions 

 

About the Facilitator

Dr. Jamalee (Jami) Stone is an associate professor of mathematics education in the College of Education and Behavioral Sciences at Black Hills State University (BHSU) in Spearfish, SD. Her research interests include equity and mathematics education, and pre-service students’ co-planning and co-teaching during their clinical experiences.

 

About the Panelists

Marilyn E. Strutchens is an Emily R. and Gerald S. Leischuck Endowed Professor and a Mildred Cheshire Fraley Distinguished Professor of Mathematics Education in the Department of Curriculum and Teaching at Auburn University where she teaches graduate and undergraduate courses and serves as the secondary mathematics education coordinator. She is currently on the Advisory Committee for the Education and Human Resources Directorate for the National Science Foundation. She served on the Board of Directors for the National Council of Teachers of Mathematics (NCTM) from 2015 -2018 and was president of the Association of Mathematics Teacher Educators (AMTE) from 2011 - 2013. Recently she served on the writing team for AMTE’s (2017) Standards for Preparing Teachers of Mathematics. Her research interests include equity in mathematics education, field experiences for secondary mathematics teacher education candidates, teacher leadership, and reform mathematics professional development for grades K-12 teachers.

Dr. Rochelle Gutierrez' scholarship focuses on issues of identity and power in mathematics education, paying particular attention to how race, class, and language affect teaching and learning. Through in-depth analyses of effective teaching/learning communities and longitudinal studies of developing and practicing teachers, her work challenges deficit views of students who are Latinx, Black, and Indigenous and suggests that mathematics teachers need to be prepared with much more than just content knowledge, pedagogical knowledge, or knowledge of diverse students if they are going to be successful.

RunningHorse Livingston is the founder and CEO of Mathematize Inc., whose mission is to promote education and educationally related opportunities for Native people. RunningHorse, a nationally recognized educator and consultant, has spent 13 years helping teachers across the country make sense of their roles in the age of Common Core standards and making schools more constructive places for Native children. He is an expert in mathematics instruction and school reform.