|
What's New at NCSM-Equity and Social Justice Corner
The January reading in the
Call for a Collective Action to Develop Awareness of Equity & Social Justice in Mathematics Education
features the book, Beyond Banneker: Black Mathematicians and the Paths to Excellence (2015) by Erica N. Walker, an in-depth look at the lives, experiences, and professional careers of Black mathematicians in the United States. It disrupts dominant discourses,
provides details that cast a positive spin and broadens significantly the knowledge base about mathematically successful African Americans. This reading choice is fitting given the significance of the upcoming Black History Month and the recent release of the movie Hidden Figures, since these biographical stories offer role models of mathematical accomplishment with which all students can identify, particularly Black Americans.
Identity and identification with successful role models is important for students developing their own identities as learners and doers of mathematics. When teachers know, welcome, and embrace students' identities as resources in the classroom, teachers and students alike can profit from the educational opportunities presented by students' unique experiences. The first chapter of The Impact of Identity in K-8 Mathematics: Rethinking Equity-based Practices from the November reading challenges us to consider the teacher's role in acknowledging and encouraging students' visions of themselves as doers of mathematics. More importantly, the authors also ask teachers to consider the different identities which are salient to the students in their classes. For example, Martin asks, "What does it mean to be a learner and doer of mathematics in the context of being black?" (Aguirre, Mayfield-Ingram & Martin, 2013, p. 8). Providing powerful examples of success in mathematics encourages all students to shift their beliefs: Who can do mathematics?
Continue to participate in the conversation on Twitter #EQSJMATH @mathedleaders and on Facebook (mathedleadership).
References
Aguirre, J., Mayfield-Ingram, K., & Martin, D. (2013). The impact of identity in K-8 mathematics: Rethinking equity-based practices. Reston, VA: The National Council of Teachers of Mathematics.
Walker, E. N. (2014). Beyond Banneker: Black mathematicians and the paths to excellence. NY: SUNY Press.
______________________________
|
|
What's Happening in Mathematics Education
The Association of Mathematics Teacher Educators (AMTE) 2017 Annual Conference will be held February 9-11, 2017, in Orlando, Florida at the Rosen Plaza Hotel. The General Session will feature a panel moderated by Ed Silver entitled, "Enhancing the Mathematics of K-12 Teacher Preparation: Multiple Perspectives Across the Mathematical Sciences," and the Judith Jacobs lecture will be given by Marilyn Strutchens.
Registration is available thru January 20 (no onsite registration).
_________________________
|
|
Subscribe to eNews
All NCSM members are automatically subscribed to NCSM's eNews. Anyone can subscribe to this electronic newsletter (members and non-members).
|
|
|
Welcome to the January 2017
eNews
The NCSM eNews is published monthly. Our goal is to provide the NCSM community with current happenings for both the NCSM organization and mathematics education. Please consider forwarding this eNews to a colleague-let's get everyone involved in the conversation! Happy New Year!!
Babette M. Benken, eNews Editor
|
|
Message from the NCSM President, John Staley
Greetings to all,
Happy New Year NCSM family and friends. People often see the beginning of the new year as a time for change. As we think about the change around us and its impact on mathematics education, we must consider the context, especially for those of us in America during the transition to a new president. This change, like many others that we go through in life, offers the opportunity for each of us to pause for a moment and answer the questions: How might I make a difference? What's my role as a leader in building and supporting mathematics educators at all levels during this time of change? So, as you contemplate these two questions, it is important to examine the lessons learned from the past and the opportunities available in the future.
During the next few days I invite you to consider the following as you reflect on lessons learned and plan for future opportunities.
- The Why: Think about that school-aged child, who you want to ensure will have one of the best mathematics education experiences available. Keeping his/her name and picture front and center is critical in helping you humanize the conversations as you focus on the issues.
- The What: "How might we" make mathematics more meaningful, relevant, and accessible for ALL students? "How might we" change the teaching and learning of mathematics so that our students no longer grow up to tell about their negative experiences in mathematics class? Both questions focus on the importance and need for change. Change that must be coupled with a sense of urgency as we address the issues at hand that will make a difference.
- The Who: We, the NCSM community of mathematics education leaders from around the world, must willingly and actively embrace our roles and responsibilities as we support educators who work with our students. The power of community is one key to supporting individuals in a time of change.
Consider sharing your knowledge and expertise at
NCSM Community Sharing, to let others know about a great resource, tool, website... about the following topics:
- How do I make sure that mathematics is "really" involved in the STEM activities?
- Where does "coding" fit in to my classroom? What should I do?
- Do you have mathematics ideas for Makerspaces?
- How do I infuse topics of social justice into my mathematics class?
All the best!
|
Call for Manuscripts: NCSM Journal of Mathematics Education
The editors of the NCSM Journal of Mathematics Education Leadership are interested in manuscripts addressing issues of leadership in mathematics education and reflecting a broad spectrum of formal and informal leadership at local, regional, national, and international levels.
Categories for submittal include
- Key topics in leadership and leadership development
- Case studies of mathematics education leadership work in schools and districts or at the state or provincial level and the lessons learned from this work
- Reflections on what it means to be a mathematics education leader and what it means to strengthen one's leadership practice
- Research reports with implications for mathematics education leaders
- Professional development efforts including how these efforts are situated in the larger context of professional development and implications for leadership practice
- Brief commentaries on critical issues in mathematics education
- Brief reviews of books that would be of interest to mathematics education leaders.
Other categories that support the mission of the journal will also be considered. Currently, the editors are particularly interested in manuscripts that address the leadership work of mathematics coaches and mathematics specialists. We also invite readers to submit letters to the editor regarding any of the articles published in the journal. We want to hear about your reactions, questions, and connections you are finding to your work. Selected letters will be published in the journal with your permission.
|
|
Registration is now open!
Join us at the 49th NCSM Annual Conference, April 3-5, 2017. All sessions will be in the Grand Hyatt in San Antonio, Texas. This is your opportunity to hear speakers such as Juli Dixon, Cathy Seeley, Steve Leinwand, and Robert Q. Berry, III. Don't forget our Hot Topics Tables and Coaches Corner!
|
|
| |
|
