Instructional materials and practices are reflective of the dominant culture and perspective unless this is actively interrogated and disrupted. Mathematics instruction in the United States is rooted in white supremacy, which has resulted in many students, especially Black, Latinx, and multilingual learners, feeling disconnected and being excluded from the world of mathematics.
In this asynchronous course participants will explore how they might dismantle racism in mathematics instruction and rebuild an equitable system using Stride 1 of the Pathways to Equitable Math Instruction Toolkit as a foundational resource and framework. Educators will reflect on their own biases, examine historical practices rooted in white supremacy, and identify ways they can transform their instruction in service of dismantling racism. To learn more about this course, explore the course booklet.
Duration: 12 hours (self-paced course)
Registration: Through 12/17 or until course fills up
Course Dates: 11/16/21 - 1/31/22
Primary Audience: K-12 Teachers (or those who support teachers) who engage in mathematics instruction
Certificate: You will receive a certificate of professional learning immediately after completing each module. Please reach out to your school district to ensure they will accept these certificates.
See the accordion below to review the requirements, pacing, and syllabus.
In this course you will learn about and reflect on the ways in which individual identity and elements of white supremacy culture show up in mathematics instruction. You will dive deeply into three sections of the Dismantling Racism in Mathematics Instruction Toolkit by learning about three characteristics of antiracist math educators. In particular, you will:
- Unpack social identities and understand how they impact the learning and engagement with mathematics. Analyze how white supremacy culture shows up as racism in mathematics. Learn about characteristics of antiracist mathematics classrooms and instruction.
- Delve into the deep and critical work of culturally relevant pedagogy and practice as well as culturally sustaining pedagogy and practice and use that learning to design your own culturally sustaining space in the math classroom.
- Make rigor accessible through thoughtful scaffolding by challenging limited notions of rigor, such as rigor meaning difficulty.
- Embrace and encourage multiple and varying ways of sharing, showing, and communicating knowledge in the math classroom through a focus on engaging students in collectivism and community-based learning environments.
To earn your certificates showing 12 hours of professional learning, you must successfully complete the following:
- Review all course content, including videos and readings.
- Complete all embedded interactive activities, including discussion boards.
- Take the post-survey after each module.
- While we encourage you to complete all six modules in order, you may also choose to select and complete the learning and activities from individual modules. If you complete all activities within any one module, and take the post-survey, you will receive a professional learning certificate for the number of hours indicated in that course module.
This course will open on November 16, 2021 and will remain open until January 31, 2022. The course is self-paced.
Module 1: Welcome
Objective: In this module participants will be introduced to the course content and norms for learning. You will:
- Introduce yourself to the group.
- Understand learning community norms to guide our reflection, learning, and interactions with one another.
Module 2: Starting with self
Objective: In this module, participants will unpack their own social identities and examine how those identities impact the way one learns and engages with mathematics. Participants will analyze the ways in which white supremacy culture show up as racism in mathematics. Participants will also learn about the characteristics of antiracist mathematics classrooms and instruction. You will:
- Identify social identities and understand how intersectionality plays a role in their development.
- Apply new learning of social identities to instructional practices with educators and students.
- Develop understanding of white supremacy and characteristics, as well as how it impacts mathematics classrooms and instruction.
Module 3: Designing a culturally sustaining classroom space
Objective: In this module, participants will learn to design a culturally sustaining space in the math classroom by delving into the deep and critical work of culturally relevant pedagogy and practice as well as culturally sustaining pedagogy and practice. You will:
- Understand the tenets of culturally relevant pedagogy and consider how culturally sustaining pedagogy is an evolution of culturally relevant pedagogy.
- Examine instructional strategies that support culturally relevant pedagogy and those that support culturally sustaining pedagogy.
- Develop a plan for taking steps towards designing a culturally sustaining space in your math classroom.
Module 4: Making rigor accessible through strong and thoughtful scaffolding
Objective: In this module, participants will learn to make rigor accessible through thoughtful scaffolding by challenging limited notions of rigor such as rigor meaning difficulty. You will:
- Distinguish between learning tasks that are rigorous and those that are not.
- Consider the importance of rigor and the dangers of not including rigor into the math classroom.
- Learn about scaffolds that help to make rigor more accessible.
Module 5: Embracing and encouraging multiple and varying ways of sharing, showing, and communicating knowledge
Objective: In this module, participants will learn to embrace and encourage multiple and varying ways of sharing, showing, and communicating knowledge in the math classroom through a focus on engaging students in collectivism and community-based learning environments. You will:
- Reflect on the white supremacy characteristic of individualism and how it shows up in math classrooms compared to collectivist classroom cultures that focus on relationships and cooperative learning.
- Consider how to build a mathematical community that centers the knowledge students bring and positions students as the experts/mathematical do-ers/thinkers.
- Learn about classroom structures that engage students in collective mathematics and support co-construction of knowledge.
- Apply classroom structures to upcoming units or lessons.
Module 6: Continuing antiracist work in the math classroom
Objective: In this module, participants will plan to continue learning about and sustaining antiractist work in the math classroom. You will:
- Learn about other characteristics of antiracist math educators and ways to dive deeply into the Dismantling Racism in Mathematics Instruction Toolkit throughout the school year.
- Discover other resources to help you continue learning about and sustaining antiracist work.
- Reflect on the course content and your learning and actions throughout the course.