Reframing Mathematical Practice as Equitable Teaching During Engineering Design Lessons

• In Event: Conceptualizing and Enacting Equity-Focused STEM Instruction

Abstract

To address inequities within mathematics education, many equity-driven educators have repurposed the disciplinary mathematical practices as critical tools to address disparities in accessing disciplinary content. However, such efforts do not specify how these standards can support the equitable teaching practices needed to improve minoritized students’ learning. Through an HBCU researcher-practitioner partnership, we developed professional learning experiences to empower mathematics teachers to engage minoritized students through more equitable teaching strategies. Such experiences included co-designing lessons with teachers to center minoritized communities in both content and practices through engineering design processes and tasks. In this paper, we describe research-based equitable mathematics teaching practices aligning to CCSSM standards of mathematical practice as a tool to infuse cultural relevance in math teaching and learning.

Author

• Deena Khalil, Howard University