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While racialized perceptions of mathematics and its practitioners persist, we propose that engaging teachers and students with stories of diverse mathematicians may expand their views of who can do mathematics and what this entails. To these ends, we report findings from a larger study on the impacts of sharing digital stories of Black mathematicians with K-8 teachers and students on their perceptions of mathematics and mathematicians, as well as the videos’ potential for fostering mathematics engagement. Through thematic analysis of focus group interview transcripts, we identified disparities between students’ and teachers’ responses to mathematicians’ racial backgrounds and to the videos’ mathematical content—informing our understanding of how social and political contexts influence teachers’ and students’ sense of possibility and potential.
Nasriah Morrison, Teachers College, Columbia University
Nicole Fletcher, Fairfield University
Terika Harris, Teachers College, Columbia University
Erica N. Walker, University of Toronto - OISE
Robin Wilson, Loyola Marymount University
Anisha Clarke, Queens College - CUNY
Nathan Dilworth, Teachers College, Columbia University