FEEL LIKE YOUR KIDS ARE BEHIND?
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FEEL LIKE YOUR KIDS ARE BEHIND?
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Description:
In Episode 30, Adrienne Williams described the pillars of white supremacy culture and how they present themselves in schools. In this episode, Math Specialist, Megan Morin, builds on that conversation by sharing how the pillars show up specifically in mathematics teaching and learning and how consciousness is necessary to achieve equity in math class. Whether you are a teacher, coach, or school leader, this one’s a can’t-miss.
Summary & Highlights:
In this episode, Chrissy interviews Megan Morin, an elementary math specialist working in the Southwest Region of Denver Public Schools. In their conversation, Megan shares:
- why it’s important to recognize the pillars of white supremacy culture in mathematics
- experiences that helped her begin to shift her mindset and teaching practices, with the goal of equity
- why the belief that mathematics is objective is false, and a call to look at mathematics differently
- the distinction between “effective teaching” and “equitable teaching,” and the reason consciousness is necessary for math educators to cultivate
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several resources math educators can leverage as they move towards antiracism (linked below)
Resource Links:
Taking Action: Implementing Effective Mathematics Teaching Practices In K-Grade 5 - by DeAnn Huinker and Victoria Bill
Taking Action: Implementing Effective Mathematics Teaching Practices In Grades 6-8 - by Mary Lynn Raith, Margaret Smith, and Michael Steele
Taking Action: Implementing Effective Mathematics Teaching Practices In Grades 9-12 - by Melissa Boston, Frederick Dillon, Margaret Smith, and Stephen Miller
The Impact of Identity in K-8 Mathematics: Rethinking Equity-Based Practices - by Julia Aguirre, Karen Mayfield-Ingram, and Danny Martin
TODOS: Mathematics for ALL - resources about how to humanize mathematics
Connect with Megan via email at [email protected]