Productive Mathematical Dispositions and Curricular Creativity: Sharing Mathematicians’ Stories in K-12 Classrooms

• In Event: AERA Roundtable Session Wednesday 3:45 pm - Gold 2
  In Roundtable Session: Embracing Creativity and Play in the Teaching and Learning of Mathematics

Abstract

While racialized and gendered perceptions of mathematics ability continue to limit mathematics learning opportunities for historically excluded students, exposure to diverse mathematical role models’ stories may disrupt these views and promote productive mathematical dispositions among students. We adopted a critical lens for this case study of three K-12 teachers’ efforts toward these goals, investigating (1) their pedagogical and curricular approaches for promoting students’ mathematical dispositions using Black mathematicians’ counternarratives, and (2) their reported impacts of these lessons on students’ mathematical dispositions. Participants reflected on their experiences of implementing lessons featuring videos of Black mathematicians from our collection; thematic analysis of their lesson artifacts and interview transcripts revealed substantial improvements in students’ attitudes toward mathematical struggle, ability, and access.

Authors

• Nasriah Morrison, Teachers College, Columbia University

• Terika Harris, Teachers College, Columbia University

• Nicole Fletcher, Fairfield University

• Erica N. Walker, University of Toronto - OISE

• Robin Wilson, Loyola Marymount University

• Anisha Clarke, Queens College - CUNY

• Nathan Dilworth, Teachers College, Columbia University