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we see white supremacy culture in the mathematics classroom can show up when:
• The focus is on getting the “right” answer.
• Independent practice is valued over teamwork or collaboration.
• “Real-world math” is valued over math in the real world.
• Students are tracked (into courses/pathways and within the classroom).
• Participation structures reinforce dominant ways of being.
• Teachers enculturated in the USA teach mathematics the way they learned it.
• Expectations are not met.
• Addressing mistakes.
• Teachers are teachers and students are learners.
• Math is taught in a linear fashion and skills are taught sequentially, without consideration of prerequisite knowledge.
• Superficial curriculum changes are offered to address culturally relevant pedagogy and practice.
• State standards guide learning in the classroom.
• Procedural fluency is preferred over conceptual knowledge.
• “Good” math teaching is considered an antidote for mathematical inequity for Black, Latinx, and multilingual students.
• Rigor is expressed only in difficulty.
• “I do, we do, you do” is the format of the class.
• Students are required to “show their work.”
• Grading practices are focused on lack of knowledge.
• Language acquisition is equated with mathematical proficiency
https://equitablemath.org/wp-content/uploads/sites/2/2020/11/1_STRIDE1.pdf
we see white supremacy culture in the mathematics classroom can show up when:
• The focus is on getting the “right” answer.
• Independent practice is valued over teamwork or collaboration.
• “Real-world math” is valued over math in the real world.
• Students are tracked (into courses/pathways and within the classroom).
• Participation structures reinforce dominant ways of being.
• Teachers enculturated in the USA teach mathematics the way they learned it.
• Expectations are not met.
• Addressing mistakes.
• Teachers are teachers and students are learners.
• Math is taught in a linear fashion and skills are taught sequentially, without consideration of prerequisite knowledge.
• Superficial curriculum changes are offered to address culturally relevant pedagogy and practice.
• State standards guide learning in the classroom.
• Procedural fluency is preferred over conceptual knowledge.
• “Good” math teaching is considered an antidote for mathematical inequity for Black, Latinx, and multilingual students.
• Rigor is expressed only in difficulty.
• “I do, we do, you do” is the format of the class.
• Students are required to “show their work.”
• Grading practices are focused on lack of knowledge.
• Language acquisition is equated with mathematical proficiency
https://equitablemath.org/wp-content/uploads/sites/2/2020/11/1_STRIDE1.pdf
