ENCORE: UTILIZING CRITICAL LITERACY STRATEGIES IN … · 2019-12-14 · AIAN = American Indian and...
Transcript of ENCORE: UTILIZING CRITICAL LITERACY STRATEGIES IN … · 2019-12-14 · AIAN = American Indian and...
ENCORE: UTILIZING CRITICAL
LITERACY STRATEGIES IN
MATHEMATICS INSTRUCTION
September 6, 2016
Great Lakes Equity Center
o One of ten federally funded,
regional EACs
o Federally funded - Title
IV,1964 Civil Rights Act
o Provide On-Demand
Technical Assistance
o Serve local and state
educational agencies
o Desegregation, race,
gender, national origin
OHIL
MI
WI
MN
IN
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Great Lakes Equity Center Mission
o Ensure equity in student access to and participation in high quality, research-based education
o Expand states’ and school systems’ capacities to provide robust, effective opportunities to learn for ALL students
o Reduce disparities among and between groups in educational access, participation, and outcomes
o Serve as a resource for the Office for Civil Rights and Department of Justice
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Today’s Agenda
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WELCOME AND OVERVIEW
CONTEXT OF MATH TEACHING & LEARNING
WHAT IS CRITICAL MATH LITERACY?
APPROACHES TOWARD CRITICAL MATH LITERACY
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Today’s Facilitation Team
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Assistant Professor, Mathematics Education
Indiana University - Indianapolis
Craig Willey, PhD
Assistant Director of Continuous Improvement
Great Lakes Equity Center
Camille Warren, BS
Assistant Director of Technical Assistance
Great Lakes Equity Center
Tiffany Kyser, PhD
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Welcome to EquiLearn Webinars
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This webinar is interactive -join the discussion live via the chat feature
To reduce noise distractions, participants’ microphones will
be disabled
A recording of this webinar and materials will be posted to greatlakesequity.org
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Centering Equity In Educator Effectiveness
Webinar Series…
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Culturally Responsive and Sustaining
Classrooms
November 18, 2015
Utilizing Critical Literacy Strategies in
Mathematics Instruction
May 18, 2016
Encore: Utilizing Critical Literacy
Strategies in Mathematics Instruction
September 6, 2016
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Today’s Objectives
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Identify characteristics of critical mathematic literacy instruction;
Explain at least two major implications of the current Standards movement on mathematics instruction;
Articulate the importance of supporting traditionally under-represented students in developing positive math identities; and
Describe (and enact) at least one instructional approach/strategy that promotes critical literacy skills in mathematics.
Participants in this webinar will…
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Today’s Purpose…
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This webinar is not about a "know how” or
“ten steps to…”, it is more of a "recalibration”
to cultivate mindsets or paradigms that
support critical consumption of pedagogical
practices and theories that perpetuate
inequities and erase the development of our
own critical literacy. As equity-oriented
educators, we must tend to our own critical
consciousness through vigilant self-reflection.
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Educational Equity
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EQUITY
ACCESS
REPRESENTATIONMEANINGFUL
PARTICIPATION
POSITIVE OUTCOMES
(Fraser, 1998)
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Context of Mathematics
Teaching and Learning
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WHAT DO YOU
THINK?
Use the poll feature below to
answer the following questions:
KNOW: What do you already
know about Critical Mathematics
Literacy?
QUESTIONS: What questions do
you have about Critical
Mathematics Literacy?
LEARN: What do you want to
learn about Critical Mathematics
Literacy?
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Between 10-25% of US high schools offer only one of the core math and/or science courses (OCR, 2014a)
Only 50% of high schools in the CRDC sample offered Calculus (OCR, 2014a)
“Even less access for Black, [Latina/o], American Indian, and Alaska Native students...” (OCR, 2014a)
Students in districts that serve a greater proportion of non-white students are more likely to be taught by under qualified and inexperienced teachers (OCR, 2014b)
ACCESS
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ACCESS AND REPRESENTATION
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AIAN = American Indian and Alaskan Native; NHPI = Native Hawaiian or Pacific Islander
NOTE: Figure reflects data for 99% of CRDC high schools, including approximately 200,000 American Indian/Alaska Native
students, 743,000 Asian students, 75,000 Native Hawaiian/Other Pacific Islander students, 2.5 million black students, 3.3 million
Latino students, 340,000 students of two or more races, and 8.5 million white students.
SOURCE: U.S. Department of Education, Office for Civil Rights, Civil Rights Data Collection, 2011-12.
47
%
81
%
57
% 67
%
68
%
70
%
71
%
AIAN Asian Black orAfrican
American
Hispanic orLatina/o
NHPI Two or More White
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US Students with Access to the Full Range of Math and
Science Courses, by Race/ Ethnicity (OCR, 2014a)
PARTICIPATION AND OUTCOMES
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AIAN = American Indian and Alaskan Native; NHPI = Native Hawaiian or Pacific Islander
NOTE: Data reflects only those schools included in both the CRDC collection and the National Center for Education Statistics (NCES) Common
Core of Data Public School Universe Survey, approximately 98.5% of CRDC schools. Totals include 6.8 million students enrolled in grades 7 or 8,
1.4 million students enrolled in Algebra I in grades 7 or 8, and 1.1 million students passing Algebra I in grades 7 or 8.
SOURCE: U.S. Department of Education, Office for Civil Rights, Civil Rights Data Collection, 2011-12; the NCES Common Core of Data, “Public
Elementary/Secondary School Universe Survey,” 2011–12.
1% 5
%
16
% 22
%
1% 2%
53
%
1%
8% 10
%
22
%
1% 3%
56
%
1%
8% 9%
20
%
1% 2%
60
%
AIAN Asian Black orAfrican
American
Hispanic orLatina/o
NHPI Two or More White
District Enrollment Enrolled in Algebra I Passing Algebra I
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Percent of US Students Enrolled, Taking Algebra I, and Passing Algebra I in Grades 7 and 8 by Race/ Ethnicity (OCR, 2014a)
What’s going on in schools that surrounds
teaching and learning of mathematics?
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Standards, and New Standards
New Teachers’ Evaluations
More uniformity across grade levels
• Scope & sequence guides
• Unit pre- & post-tests
• Response to Intervention
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Finding Common Ground – What’s the
problem with mathematics instruction?
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Often treated as an individual, cognitive activity; fixed body of knowledge
Presented from a White-dominant perspective (Cobb & Russell, 2015; Gutstein, 2003; Gutierrez, 2012)
Prevalent math ideologies and narrow notions of mathematical success serve to sort children and contribute to a sense of competence
Lack of focus on children’s thinking; preoccupation with how we might “confuse” learners
Many of us struggle to envision a math teaching and learning space that honors children’s experiences, intuition, and cultural ways of knowing –multiple mathematics knowledge bases (Turner et al., 2012)
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What is critical math literacy?
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Critical Math Literacy
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Involves the 1) ability to ask basic [mathematical] questions in order to deepen one’s appreciation of particular [social] issues, and 2) the ability to present data to change people’s perceptions of those issues (Frankenstein, pp. 336-337, 1990)
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Aiming for a critical literacy in and through math knowledge
Dominant Literacies Critical Literacies
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• Being able to read and do
mathematics
• Mathematical skills,
competencies, and
understandings that allow for the
‘doing’ of advanced mathematics,
results in successful testing
• Approaching knowledge critically,
seeing social events in the
interrelationship of their historical
and political contexts, and acting
in one’s own interest as a
conscious agent in and on the
world (Gutstein, 2003)
• Skills, competencies, and
understandings that allow for the
critique of and successful
intervention in issues of social
injustice (Terry, p. 78, 2010
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Critical Math Literacy Cont.
Critical Math Literacy: Key Constructs
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Identity(Aguirre, Martin, &
Ingram-Mayfield, 2013)
Affinity (Gee, 2005)
Participation(Boaler & Staples, 2008)
Relevancy (Gutstein, 2006; Martin, 2010 )
Power (Gutierrez, 2007)
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YOUR MATH
IDENTITY
Using the chat feature…
Share ONE word or phrase to
describe your math identity
How was that identify formed?
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Approaches Toward
Critical Math Literacy
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Framework Toward Critical
Literacy In Mathematics Instruction
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• Selection of texts, activities, and valued outcomes
• Discourse, structure, and connections
• Educator and student identities, agency etc.
• Reasons for how math is “done” and who does/not benefit
Mathematics History and
Contexts
Mathematics Identity
Critical Reflection on Mathematics Instruction
Critical Mathematics
Practice
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Mathematics History and
ContextMathematics Identities
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What do I value as math
instruction; why?
Why is math important for
students to learn; whose
interests are being served?
What barriers are in place
that limit access to and
participation in rigorous
math instruction?
What is my math identity as
an educator; is it positive or
negative?
How do I nurture positive and
resist negative math identities
for my students?
Who do I consider to be “math
doers”, who do I not think of
as “math doers”; why?
Framework Toward Critical
Literacy In Mathematics Instruction
(Aguirre & del Rosario Zavala, 2013)
Critical Reflection on
Mathematics Instruction
Critical Mathematics
Practices
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To what extent does my math instruction include and sustain the perspectives and lived experiences of my students?
In what ways do I incorporate manipulatives and multiple representations of mathematics concepts in my instruction?
How do I encourage students to use math as a tool to disrupt issues of power and privilege in their communities?
Do I hold high expectations for every student in mathematics instruction?
How do my lessons enable every student to closely explore and analyze math concepts, procedures, and reasoning strategies?
How does my mathematics instruction make student thinking visible and deep?
Framework Toward Critical
Literacy In Mathematics Instruction
(Aguirre & del Rosario Zavala, 2013)
Critical Math Literacy Vignette
Curry Green
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Mr. Thompson Ms. Davis
(Aguirre, Martin, & Ingram-Mayfield, 2013)
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Coordinate Graph
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(Aguirre, Martin, & Ingram-Mayfield, pp. 61, 2013)
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Ms. Davis’ Stations
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(Aguirre, Martin, & Ingram-Mayfield, pp. 62, 2013)
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Station One: Multiplication Arrays
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(Aguirre, Martin, & Ingram-Mayfield, pp. 63, 2013)
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Closing Thoughts
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ONLINE TOOLS AND RESOURCES
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ONLINE EQUITY LIBRARY
EQUITY PUBS
EQUITY TOOLS
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PLEASE PROVIDE YOUR FEEDBACK
Post-Session Questionnaire
Great Lakes Equity Center
greatlakesequity.org
317-278-3493
THANK YOU FOR YOUR
PARTICIPATION!!
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REFERENCES
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Aguirre, J., Mayfield-Ingram, K., & Martin, D. (2013). The impact of identity in K-8 mathematics: Rethinking equity-based practices. The National Council of Teachers of Mathematics.
Boaler, J., & Staples, M. (2008). Creating mathematical futures through an equitable teaching approach: The case of Railside School. The Teachers College Record, 110(3), 608-645.
Cobb, F., & Russell, N. M. (2015). Meritocracy or complexity: problematizing racial disparities in mathematics assessment within the context of curricular structures, practices, and discourse. Journal of Education Policy, 30(5), 631-649.
Frankenstein, M. (1990). Incorporating Race, Gender, and Class Issues into a Critical Mathematica Literacy Curriculum. The Journal of Negro Education, 59(3), 336-347.
Fraser, N. (1998). Social justice in the age of identity politics: Redistribution, recognition, participation (No. FS I 98-108). WZB discussion paper.
Freire, P. (2000). Pedagogia da indignação cartas pedagógicas e outros escritos.
Gee, J. P. (2005). Semiotic social spaces and affinity spaces. Beyond communities of practice language power and social context, 214-232.
Gutiérrez, R. (2007). Context matters: Equity, success, and the future of mathematics education. In Proceedings of the 29th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1-18). Stateline (Lake Tahoe), NV: University of Nevada, Reno.
Gutiérrez, R. (2012). Embracing Nepantla: rethinking" Knowledge" and its use in mathematics teaching. Journal of Research in Mathematics Education,1(1), 29-56.
Gutstein, E. (2003). Teaching and learning mathematics for social justice in an urban, Latino school. Journal for Research in Mathematics Education, 37-73.
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REFERENCES CONT…
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Gutstein, E. (2006). Reading and writing the world with mathematics: Toward a pedagogy for social justice. Taylor & Francis.
Ladson-Billings, G. (1992). Culturally relevant teaching: The key to making multicultural education work. Research and multicultural education: From the margins to the mainstream, 106-121.
Leonard, J., Brooks, W., Barnes-Johnson, J., & Berry, R. Q. (2010). The nuances and complexities of teaching mathematics for cultural relevance and social justice. Journal of Teacher Education, 61(3), 261-270.
Macedo, D. (1994). Literacies of power: What Americans are not allowed to know. Boulder, CO: Westview.
Martin, D. B. (Ed.). (2010). Mathematics teaching, learning, and liberation in the lives of Black children. Routledge.
Moll, L. C. (1992). Vygotsky and education: Instructional implications and applications of sociohistorical psychology. Cambridge University Press.
Morrell, E. (2008). Critical literacies and urban youth: Pedagogies of access, dissent and liberation. New York: Routledge.
Office for Civil Rights (2014a, March). Civil Rights Data Collection Data Snapshot: College and Career Readiness. Office for Civil Rights, US Department of Education, Washington, DC. Retrieved from: http://ocrdata.ed.gov/Downloads/CRDC-College-and-Career-Readiness-Snapshot.pdf
Office for Civil Rights (2014b, March). Civil Rights Data Collection Data Snapshot: Teacher Equity. Office for Civil Rights, US Department of Education, Washington, DC. Retrieved from: http://ocrdata.ed.gov/Downloads/CRDC-Teacher-Equity-Snapshot.pdf
Terry, C. L. (2010). Prisons, pipelines, and the president: Developing critical math literacy through participatory action research. Journal of African American Males in Education, 1(2), 73-104.
Turner, E. E., Drake, C., McDuffie, A. R., Aguirre, J., Bartell, T. G., & Foote, M. Q. (2012). Promoting equity in mathematics teacher preparation: A framework for advancing teacher learning of children’s multiple mathematics knowledge bases. Journal of Mathematics Teacher Education, 15(1), 67-82.
Wedekind, K. O. (2011). Math exchanges: Guiding young mathematicians in small-group meetings. Stenhouse Publishers.
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