Looking for "us": power reimagined in mathematics learning for Black communities in the pandemic.
Saved in:
| Title: | Looking for "us": power reimagined in mathematics learning for Black communities in the pandemic. |
|---|---|
| Authors: | Matthews, Lou E.1, Jessup, Naomi A.2 njessup@gsu.edu, Sears, Ruthmae3 |
| Source: | Educational Studies in Mathematics. Oct2021, Vol. 108 Issue 1/2, p333-350. 18p. |
| Subject Terms: | *Black teachers, *Mathematics education, *COVID-19 pandemic, *Black students, *Educational technology, Black families |
| Abstract: | In this reflective essay, a BlackCrit lens is used to explore new and evolving possibilities for Black teachers, families, leaders, and students in ways that highlight and honor parents' agency, expand notions of digital equity in mathematics, and preview new and re-prioritized approaches which aid liberatory mathematics, teaching, and learning spaces that resurfaced in the pandemic. Several actions reimagine the work of mathematics as building blocks for engaging the flourishing for Black communities: (1) expanding and amplifying direct networks for Black parents to share, communicate, and advocate for their own needs and spaces around mathematics; (2) making visible and amplifying our advocacy for racial justice in the content creation and representation found in current digital platforms for meeting the needs of Black communities; and the need to (3) invest in, prioritize usage of, and illuminate mathematics commercial and academic entities focused solely on creating content and centering Black (and other people's) knowledge and experiences in mathematics for Black families. [ABSTRACT FROM AUTHOR] |
| Copyright of Educational Studies in Mathematics is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | In this reflective essay, a BlackCrit lens is used to explore new and evolving possibilities for Black teachers, families, leaders, and students in ways that highlight and honor parents' agency, expand notions of digital equity in mathematics, and preview new and re-prioritized approaches which aid liberatory mathematics, teaching, and learning spaces that resurfaced in the pandemic. Several actions reimagine the work of mathematics as building blocks for engaging the flourishing for Black communities: (1) expanding and amplifying direct networks for Black parents to share, communicate, and advocate for their own needs and spaces around mathematics; (2) making visible and amplifying our advocacy for racial justice in the content creation and representation found in current digital platforms for meeting the needs of Black communities; and the need to (3) invest in, prioritize usage of, and illuminate mathematics commercial and academic entities focused solely on creating content and centering Black (and other people's) knowledge and experiences in mathematics for Black families. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 00131954 |
| DOI: | 10.1007/s10649-021-10106-4 |
