Antiracist Algebra: Practitioner Inquiry Into Culturally and Historically Responsive Mathematics

• In Event: Social Justice and Community Engagement in Math Education: Four Examples From New York and Utah

Abstract

Objectives and Theoretical Paradigm

In the Antiracist Algebra Project, we aim to create, teach, and learn from culturally relevant Algebra lessons for high school students. We focus on social justice and antiracism as key learning goals.
Illustrated in Figure 1, our theoretical framework for this project is grounded in Gholdy Muhammad’s (2020) historically responsive literacy framework. This model defines mathematics literacy to include identity, skills, intellect, criticality, and joy.

[Figure 1]

Mode of Inquiry

Our project is rooted in practitioner inquiry (Brantlinger, 2013). As high school teachers, our inquiry into culturally and historically responsive algebra lessons is guided by our teaching responsibilities to support learners to experience algebra as meaningful. In designing antiracist algebra lessons for high school students, we chose the social justice and mathematics topics through conversations with other teachers and community members. We also ensured that the state and district adopted algebra standards were addressed. Our mode of inquiry also included historical research to identify videos, and scatterplots of population data. Through this historical inquiry we layered texts (cf. Muhammad, 2020) to identify photographs, writings and articles (e.g., LOCATION 1, n.d.), visualizations (e.g., Paule et al., 2021), and Google Maps.

In addition to the historical research, we engaged our own students in conversation and questions, positioning them as knowledgeable contributors to the lesson design and enactment. We wanted to see what students knew about the history such as through Google Maps, or other mapping activities. Current local news stories were informative in guiding these conversations.

Results

As a result of the past two years of lesson design and implementation we have curated two mathematics lessons that incorporate cultural and historical meaningful topics aligned to the Algebra I Common Core Standards. One on linear regression and highway revitalization, a second on exponential decay and lead poisoning.
As a teacher-researcher (Author 5), “The thing I’ve liked seeing the most is students’ high level of interest and engagement in the lessons. The real world scenarios and predictions bring enthusiasm to mathematics. Specifically, many of our students are of African American descent. The linear regression lesson centers on the lived experiences of African Americans in our city, and this identity connection brings interest for students.”

Significance and Future Directions

The two projects presented have engaged students in learning mathematics, involved students in social justice topics, and encouraged students to make a difference in their community. We plan to grow this program in three ways. First, we’d like to provide students more opportunities for social action in our communities. For example, we could expand on the tasks that invite students to write letters to the mayor of our city. Second, we’d like to let students decide on the social justice topic to pursue, as described in the Truth Seekers summary below. A perennial challenge is to align such larger projects with the curriculum pacing. Finally, we would like to involve other teachers in creating social justice projects that show promise for motivating students.

Authors

• Betty Routhouska, Syracuse City School District

• Ken Hisamatsu Keech, Syracuse City School District