Decisions, Decisions, Decisions: Keeping Equity at the Center

July 2020

On our journey in teaching and learning mathematics, we make many decisions. Currently, teachers, students, families, state and federal education leaders, school district administrators, school boards, and many other stakeholders are making decisions regarding the return to school in the midst of the continued COVID-19 pandemic. Of course, these decisions must be made as we approach August and September, when many schools across the United States and Canada often resume after a summer break. In mid-March, decisions to close school buildings and move learning to online access or other remote methods were made in midstream in response to the pandemic. Although now we have more information and time to plan, the decisions are still complicated and difficult.

Moving Forward: Mathematics Learning in the Era of Covid-19 was developed by NCTM and NCSM: Leadership in Mathematics to help guide decision-making when considering the impact on and implications for mathematics teaching and learning. Through it all, the health and well-being of our teachers, students, families, and community are of utmost importance. We must consider the potential adverse effects that may result from our decisions. We do not want our decisions to exacerbate inequities that already exist for many students, particularly marginalized students, but rather to improve learning opportunities for each and every student. As stated in Moving Forward,“Humanizing the impacts of those decisions on teachers and students helps to keep systems in perspective” (p. 14). We must remember that lives of individuals will be affected by our decisions.

Moving Forward is organized around three areas that have serious implications for each and every student to have equitable access to high-quality mathematics teaching and learning. They are (1) structural considerations, (2) teaching practices, and (3) advocacy. For each area, a significant question is asked:

• Structures: What are the equitable structures that will best support students?
• Teaching Practices: What planning and teaching practices will best support students?
• Advocacy: How can we humanize mathematics teaching and learning?

The document is grounded in an equity perspective that elevates strengths and assets rather than deficits, learning opportunities rather than learning gaps, and the necessity of true collaboration and partnerships in this work rather than isolation. Each section posits questions to ask when making decisions regarding the teaching and learning of mathematics for the next school year; offers ideas on productive structures for both students and teacher that could be used in facilitating this collaborative work; and identifies sample resources to help in guiding this work around effective, equitable teaching strategies, mathematics curriculum, and policy and budget considerations.

These decisions must be approached with intentionality considering the diverse needs of each and every learner and teacher. A daunting task to be sure but one that every decision maker—whether it be teachers, teacher leaders, mathematics instructional coaches and mentors, administrators, policymakers at all levels, students, families, or the community—must consider when making policy and instructional decisions. There will be no easy answers and no “one right path” that works for all. We must, as called for in Moving Forward, advocate for—

• providing and protecting access to rigorous and engaging instruction, quality learning experiences and instructional time, and supporting resources for each and every student;
• building and sustaining a positive identity and disposition toward mathematics for all teachers and students;
• ensuring that we are increasing, not decreasing, opportunities for each and every student; and
• communicating with, engaging with, and supporting our families and community.

These are nonnegotiables. For too many people, the mathematics classroom has been a place for dehumanizing experiences. We have the opportunity now in our decision-making to ensure that this does not continue to be the case for any student and in particular those who have been marginalized and devalued in the mathematics classroom. In her concluding remarks in Rehumanizing Mathematics for Black, Indigenous, and Latinx Students (2018), Imani Goffney shared that “as humans we desire community, affirmation, love, and acceptance” and that “this is true for all young people, regardless of gender, race, ethnicity, social status, or primary language” (p. 159). We must ensure that each and every student can grow and succeed in the mathematics classroom in whatever manner that may be as we move into the new school year. The decisions we make should create spaces where students flourish mathematically (Su 2020) and as individuals and not be experienced as dehumanizing spaces.

In the closing of Moving Forward, we offer questions that we may be asked when we are “past” COVID-19 such as, Did we do enough for each and every student, our teachers, and our communities? Did we connect with students, supporting rigorous and engaging mathematics learning? Did we help students understand their world and increase their opportunities? These are important questions, but perhaps the most critical question may be, Did I do all that was necessary and within my control and influence to ensure that each and every student had the opportunity and access to learning; that is, was equity at the forefront of my decision? The answer needs to be and must be yes. Please check the NCTM Moving Forward page and the NCSM page periodically; resources are continually being added to support your decision-making.

When reflecting on decisions made when raising my brother and me, my mom always told me, “I made the best decision I could at the time with what I had.” Perhaps this is also true, in a sense, in our current situation. We must make the best decision we can, knowing what we know, considering what we have, knowing we want high-quality mathematics teaching and learning for each and every student, and knowing that we are making decisions that affect the lives of many. It can be frightening and overwhelming when we make decisions, wondering if they are the right ones and how they will affect other people. When we know that factors inhibit our teachers, students, and families from having access to the resources needed for effective, equitable teaching and learning of mathematics, we must advocate for these people. Decisions will have to be made. Decisions are a part of our journey. Let’s move forward with mathematics learning, keeping equity at the center of decision-making. As a mathematics education community, we can do this together. NCTM is here to support you.

Trena Wilkerson
NCTM President
@TrenaWilkerson

References
Goffney, Imani. 2018. “Concluding Thoughts.” In Annual Perspectives in Mathematics Education: Rehumanizing Mathematics for Black, Latinx, and Indigenous Students, edited by Imani Goffney and Rochelle Gutiérrez, pp. 159. Reston, VA: National Council of Teachers of Mathematics.

Su, Francis. 2020. Mathematics for Human Flourishing. New Haven, CT: Yale University Press.