Critical Quantification in Practice: Advancing Research on Racial Affinity-Based Professional Learning Programs in Mathematics Education

Session Type: Symposium

Abstract

This symposium examines racial affinity-based professional learning programs to support educators in their mathematics teaching and quantitative educational practices . Paper 1 presents an example of critical quantification focused on heterogeneity in academic outcomes using population data on public school districts. Paper 2 presents results from a study of graduate student racial affinity-based research collaboratives. Paper 3 provides a synthesis of research on critical quantification and its role in framing teachers’ attitudes and beliefs in a racial affinity-based professional learning program. Paper 4 examines the role of sacred spaces in understanding mathematics educators’ attitudes and beliefs among male teachers of color. Paper 5 takes on a cultural approach and explores the role of religion and reflexivity in mathematics educators’ practices.

Sub Unit

• Division K - Teaching and Teacher Education / Division K - Section 09: Transformation in Teacher Education Policies, Research, and Practices

Chair

• Francesca Henderson, University of Maryland

Papers

• A Critical Analysis of Heterogeneity in Black Student Academic Outcomes in the United States - Darnell Leatherwood, University of Chicago

• Exploration of a Research Collaborative on Critical Race Theory Method(ologies) in Mathematics Education - Blake O'Neal Turner, Marquette University

• Teaching Mathematics for Racial Justice: Frameworks and Perspectives on Critical Quantification Practices From In-Service Teachers - Nathan Alexander, Morehouse College

• Exploring the Power, Promise, and Possibilities of Affinity Groups for Male Teachers of Color - David J. Wallace, Awakening Minds LLC

• Religion, Race, and Reflexivity (Reflectivity) in Mathematics Education - Candace Kyles, Loyola University Chicago

Discussant

• Malik S. Henfield, Loyola University Chicago