Collective Action to Develop Awareness: Equity and Social Justice in Mathematics Education

  • Collective Action to Develop Awareness: Equity and Social Justice in Mathematics Education

    As part of our continuing work and collaboration, we invite you to participate in quarterly webinars on Equity and Social Justice in Mathematics Education.

    These webinars are based on the following readings and questions associated with A Call for a Collective Action to Develop Awareness: Equity & Social Justice in Mathematics Education (PDF).

    Recent Webinar:

    March 7, 2017 

    Access Recording

    Download Webinar Chat (PDF)

    What is one thing the math education organizations can do to further support your work in making mathematics education a more just, humane, and positive experience for children?

    This second webinar discusses the readings from December 2016 through February 2017. Speakers and discussants include leaders from the following organizations: Journal of Urban Mathematics Education, Benjamin Banneker Association, and North American Study Group on Ethnomathematics.

    Follow the conversation on Twitter: #mathequity or #EQSJMATH 



    Previous Webinar:

    December 5, 2016 

    Access Recording

    Download Webinar Chat (PDF)

    Speakers and discussants:

    John Staley, Christine Thomas, Dorothy White, Diane Kinch, Julia Aguirre, and Marilyn Strutchens

    Participating organizations include:

    • National Council of Supervisors of Mathematics (NCSM)
    • TODOS: Mathematics for ALL (TODOS)
    • Association of Mathematics Teacher Educators (AMTE)
    • National Council of Teachers of Mathematics (NCTM)

    Position Statements:

    What are the pathways and roadblocks to facilitating professional conversations and actions discussed in the position statements?

    TODOS: Mathematics for ALL
    TEEM 7 – Special Issue: Mathematics Education Through the Lens of Social Justice  

    How can ideas from the Special Issue journal articles help you facilitate discussion and actions toward a more humane and just mathematics education? 

    NCTM
    The Impact of Identity in K-8 Mathematics: Rethinking Equity-Based Practices

    Which equity-based strategies can be incorporated in your math education work now? Which ones are most difficult? Why?

    Closing Question

    What is one thing the organizations could do to further support your work in making mathematics education more just, humane, and a positive experience for children?