Making Mathematics a Black Girl’s Superpower

• In Event: Black Girls Thriving: Exploring How Confidence Is Catalyzed in Three Community STEM-Based Organizations

Abstract

[BLIND] uses a research-based approach to create a fun, encouraging and culturally responsive space for those who identify as Black girls to explore math deeply. Our mission is to cultivate a positive math identity for those who identify as Black girls. Data has shown that a positive math identity can lead to positive outcomes in math achievement (Boaler & Greeno, 2000). Using twice weekly 60-minute sessions, Black girls engage in math activities that focus on grade level and above content. Our approach centers the girls in the math content to engage interest. We facilitate a supportive and culturally responsive learning environment for girls using tools from Dr. Monique Morris’ in Sing A Rhythm Cry a Blues. We also engage Mathematical Mindsets by Dr. Jo Boaler to contribute to the cultivation of a positive math identity using growth mindset language and activities starting and ending our programs with an affirmation creed. We encourage productive struggle, sense making and mistakes to highlight learning through perseverance and problem solving. Using the Standards for Mathematical Practice, we ensure that our girls will be prepared to conquer rigorous performance tasks that show advanced depth of knowledge. Universal Design for Learning (UDL) principles anchor the design of our sessions to provide multiple means of engagement and representation of math concepts for the girls. Ultimately, the goal of each session is to support the girs to become “expert learners” who are, each in their own way, purposeful and motivated, resourceful and knowledgeable, strategic, and goal driven.
[BLIND’s] program design incorporates a problem-solving based curriculum where participants are encouraged to learn math by doing math. Hiebert (2003) contends that students learn mathematics as a result of solving problems; that mathematical ideas are the outcomes of the problem-solving experience rather than the elements that must be taught before problem solving. Our programming supports problem solving strategies and productive struggle in lieu of a direct instruction approach to exploring mathematical concepts. This pushes back on what prior research has shown as the core pedagogical experience of Black girls in many mathematics classrooms (Joseph, 2022).
Finally, [BLIND] uses a culturally responsive lens to incorporate the students' experiences in the math sessions. Anchoring our sessions in the research of Gloria Ladson- Billings, we incorporate the three goals of culturally responsive teaching. First, teaching must yield academic success. Our program conducts weekly performance tasks and problem-based structures to ensure students are learning grade level math standards. Second, teaching must help students develop positive ethnic and cultural identities while simultaneously helping them achieve academically. As an affirming space for Black girls, our girls understand their intersection of identities to support their exploration of math concepts. Third, teaching must support students’ ability “to recognize, understand, and critique current and social inequalities.” Our culminating project focuses on students solving a social problem using mathematics which directly aligns with the third goal of culturally responsive teaching. Below are some outcome data for our programming.

Author

• Atiyah Harmon, Black Girls Love Math