More Than Just the Tool: Supporting Antiracist Mathematics Teaching

• In Event: Seeking and Supporting Equity in Math Teachers' Work

Abstract

Research has shown that the disparities in science and mathematics outcomes for marginalized populations is the effect of an opportunity gap, not an achievement gap (Gutiérrez, 2008; Toldson, 2019) and that high stakes testing further exacerbates equal access to high quality mathematics education (Kitchen et al., 2016). Teachers need direct and continuous support to build the capacity and consciousness to support marginalized students, and teacher education programs must adapt to alleviate racial disparities (Toldson, 2019). Therefore, we investigated the use of data-based assessment tools and anti-racist pedagogies in a K5 Mathematics endorsement program with inservice teachers to highlight existing biases so that teachers can build more equitable mathematics learning communities.

Authors

• Jami Cara Friedrich, Mercer University

• Ashlee Lee, Mercer University

• Susan Ophelia Cannon, Mercer University