Families Leading Toward Racially Just and Ambitious Mathematics Teaching and Learning

• In Event: AERA Roundtable Session Friday 8:00 am Four Seasons Ballroom 4
  In Roundtable Session: Transforming Education: Creating Spaces to Honor and Uplift the Voices, Cultures, and Wisdom of Youth and Families of Color (Table 4)

Abstract

Families’ leadership is key to developing joyful, racially affirming mathematics. We describe a year-long partnership with a group of Spanish-speaking families in a dual language elementary school to illustrate how and under what conditions parents led for racially affirming mathematics learning experiences both in their children’s classrooms and in their own interactions and relationships with their children. Families’ funds of knowledge as central in classroom instruction is an important power shift in the project of schooling.

Authors

• Jessica G. Rigby, University of Washington

• Stephanie R. Forman, University of Washington