This video proposal is for a 90 minute workshop about social justice mathematics. It invites participants to experience Improvement Science cycles of inquiry as a way to learn about change ideas that have an impact on student empowerment and engagement.
Mele Sato :: EDU 680 Video Submission FINAL.mp4Session Description
Math teachers so rarely allow themselves to not be the expert. However, it is often in these moments when students are empowered to learn math. Too often, students don’t find math relevant or see themselves as mathematicians. We will go through short cycles of inquiry to explore how we can support teachers to have the courage to say to a student, “I see you, and I think you can flourish in mathematics” (Su, 2019). Teachers, students, and mathematics all have their own relationship with the community. We will consider those relationships in PBL and in social justice mathematics. We will also experience how social justice mathematics is a means to address the significance of mathematics in our lives which directly impacts student identity.
When teachers only present problems and projects where only one answer exists, their students are only focused on finding that one answer, rather than celebrating different approaches and learning from their peers’ different products. When you also create a space where the teacher can be a student among students you are promoting an equitable learning environment. This session focuses on how to make students’ lived experiences, knowledge of their community, individual and collective, critical and creative thinking skills more meaningful and relevant to what it means to be a successful mathematician. It is through human connection; connection to one’s community, that we will discover we have the most influence.
Learning Objectives:
Participants will engage in cycles of inquiry and reflection that model research done with Improvement Science
Participants will learn about and experience the findings from a study done in the intersection of social justice mathematics and project based learning.
Participants will design an activity in collaboration with other teachers that they could use with their students
Participants will leave with ideas for engaging their students and their colleagues in social justice mathematics curriculum