Now: The Future of Mathematics Education

Author: Esther Song1
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  • 1 Chicago Public Schools, Chicago, IL
Volume/Issue:
Volume 113: Issue 12
Page(s):
1044–1045
DOI:
https://doi.org/10.5951/MTLT.2020.0150
Restricted access
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Subjects:
Grade(s) or Audience, All grades PK-12, Other Topic, Equity, Agency/Identity/Empowerment, Social Justice

In the wake of the recent wrongful deaths of George Floyd, Breonna Taylor, and Ahmaud Arbery, many more people and organizations are speaking out against anti-Black racism (see video 1 for a short synopsis of this article). Still, many wonder what race and social inequity have to do with mathematics, a subject that is widely propagated as unbiased, unaffected, and objective (Vilson 2019).

Esther Song Briefly Discusses the Focus of This Article

Watch the full video online.

During the COVID-19 pandemic, the very landscape of classroom teaching has converted to completely digital

Notes

Each month during the past year, two invited authors have reflected on an important mathematics education topic from perspectives of either “Then” (the past) or “Now” (the present with an eye toward the future). As NCTM's 100 Year anniversary comes to an end, the December issue's Centennial articles will be the last in this series.

Mathematics Teacher: Learning and Teaching PK-12
Cover Mathematics Teacher: Learning and Teaching PK-12

  • Aguirre, Julia Karen Mayfield-Ingram, and Danny Bernard Martin. 2013. The Impact of Identity in K–8 Mathematics Learning and Teaching: Rethinking Equity-Based Practices. Reston, VA: National Council of Teachers of Mathematics.

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  • Berry, Robert Q., III, Basil M. Conway, Brian R. Lawler, and John W. Staley. 2020. High School Mathematics Lessons to Explore, Understand, and Respond to Social Injustice. Corwin Mathematics Series. 1st ed. Thousand Oaks, CA: Corwin; Reston, VA: National Council of Teachers of Mathematics.

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  • California Mathematics Council (CMC) State Board. 2020. CMC Statement of Anti-Racism. Position statement. Kentfield, CA: CMC.

  • Chicago Public Schools. 2020. About the Framework Overview: CPS Equity Toolkit. Chicago: Chicago Public Schools.

  • Collins, Keith. 2015. “The Most Misleading Charts of 2015, Fixed.” Quartz Media, December 23, 2015. https://qz.com/580859/the-most-misleading-charts-of-2015-fixed/.

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  • Global Math Department. 2020. “Solidarity Statement from the Global Math Department.” Position statement. June 2, 2020.

  • Goffney, Imani, Rochelle Gutiérrez, and Melissa Boston. 2018. Rehumanizing Mathematics for Black, Indigenous, and Latinx Students. Annual Perspectives in Mathematics Education Series. Reston, VA: National Council of Teachers of Mathematics.

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  • Reeves, Richard V., and Dimitrios Halikias, 2017. “Race Gaps in SAT Scores Highlight Inequality and Hinder Upward Mobility.” Social Mobility Papers Series. Report. Brookings. August 15, 2017. https://www.brookings.edu/research/race-gaps-in-sat-scores-highlight-inequality-and-hinder-upward-mobility/.

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  • TODOS Mathematics for All. 2020. The Mo(ve)ment to Prioritize Anti-Racist Mathematics: Planning for This and Every School Year. Position statement. Tempe, AZ: TODOS Mathematics for All.

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  • Vilson, Jose. 2017. “Math Was Never Neutral.” Q.E.D. Medium, October 29, 2017. https://medium.com/q-e-d/math-was-never-neutral-173b52e9bf4a.

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Copyright:
© 2020 by National Council of Teachers of Mathematics, Inc.
Page Count:
2
Article Category:
Research Article
Print Publication Date:
01 Dec 2020
Online Publication Date:
Dec 2020
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