Becoming a More Equitable Math Educator
Hi, My name is Liza Bondurant. I am an Associate Professor of Mathematics and the Mathematics Education Program Coordinator at Delta State University. In this video I will first share some mile markers along my journey to become a more equitable math teacher. Then, I will share equity-focused activities I designed for pre-service math teachers. I hope this video inspires you to begin or continue your journey.
Share your thoughts
Thank you for viewing my video! Have you used any of the resources or activities that I mentioned in my video? If so, please share your experiences. If not, what activities or resources are you interested in using in the future? What other equity-focused activities or resources do you use?
Hi Liza, I will never…
I will never forget an emerging-multilingual middle school student in my first student teaching placement. Embodiment (a term I've just now learned from you; thanks!) made it clear she was deeply engaged and growing when tracking her writing and/or speech would never have clued me in!
For inclusive, anti-bias pedagogy, I've loved the 5 Practices book for science instruction (co-published by NSTA and NCTM). It's a lot of great teaching practices strung together into a powerful routine!
Thanks for the reminder that equity work is a compass. I've kept trying to learn and make changes in my own context over the past few years, and the framework of a direction, rather than a destination, is one that's been helpful with students as they mark the process of change and milestones along the way.
Finally, I'm curious about how your preservice teachers' experiences and understandings of equity have shifted in recent years. Do you reflect those experiences in the equity vignettes? (I'd love to learn more about that practice in general!)
In reply to Hi Liza, I will never… by Kirstin Milks
Embodied cognition; 5 Practices
I learned about embodied cognition from Hortensia Soto. The "Embodied Mathematical Imagination & Cognition" (EMIC) group of scholars have done some amazing work.
I also love the 5 Practices book series. The latest books, "The 5 Practices in Practice" have awesome classroom videos on the companion website. The website also has helpful templates, such as a monitoring chart.
Thank you for viewing and posting!
I enjoyed the video and resources. Couldn't wait to share!
Watch AND COMMENT on:
Huffman High School: Empowering STEM Educational Leaders
Candyce A. Curry
In reply to Incredible model by CANDYCE CURRY
Thank you for viewing and commenting Candyce. Congratulations on your great work at Huffman High!
Equity in Math
Thank you so much for sharing your work with your teachers and helping them to explore themselves as mathematicians, learners, and to explore their own implicit biases. I took a course through Achieve the Core, Dismantling Racism in Mathematics and it was a true game changer for me as an educator and learner. This self-awareness is so important for us to truly be there for our students.
In reply to Equity in Math by Florence Falatko
It begins within
Thank you for viewing and commenting! I agree that equity work begins within (our own beliefs and mindsets). I was inspired by your video and work too!
Thank you for sharing all of your resources!
Have you had any challenges (push-back) when introducing those resources? (from students, teachers, and/or parents/ guardian) If yes, how did you address those challenges? What advice would you offer to those who (new) teachers who are being challenged?
In reply to Challenges? by Elegan Kramer
Yes, I have had push back from students, colleagues, and administrators. I rely on resources and guidance from AMTE, NCTM, and TODOS in responding to push back. These organizations have publications, position statements, etc. on how to respond. For example, when students take the implicit bias test some deny the results and say that they are not accurate. Some students think they are "color blind" (a problematic narrative) and do not understand the nuanced difference between different definitions of equity and equality. I have also had students refuse to complete assignments due to their religious beliefs. For example, a noticing assignment where they attend, interpret, and decide based on vignettes, including vignettes related to LGBTQ issues. I have colleagues who claim that we should only focus on content (no equity-related work) in our fields (the hard sciences). I share how teaching is a social science, and therefore, equity and access are critical in STEM education. I could go on and on responding to your question. Please send me an email if you would like to chat more about specific push back.
In reply to Push back by Liza Bondurant
I like how you rely on the resources and guidance from professional organizations. Thank you for offering to email, I will take on that offer probably later this year!
Theory in Practice
Taking your learning, beliefs, and practices, how has that translated to learning with your pre-service teachers? Also, have you seen them apply these practices in classrooms authentically? Have you seen a shift in pre-service teachers' lens on equity?
In reply to Theory in Practice by Jodi Zeis
Thank you for viewing and commenting. I have noticed growth as measured by implicit association results, equity-focused discourse dimensions as measured by equip, level of agreement with equity and access beliefs (from pages 59-69 of Principles to Action), and noticing of equitable teaching practices.
Start when they are, not where you think they should be.
Biases is based in personal experiences, each individual has unique experiences. As educators we can not assume all of our students have the same experiences!
This is so important in establishing relationships and the impact that we as teachers can have on students.
But to be STEM focused, STEM is based on phenomenon. Real-world common experiences, so we first have to know what students experience and can relate to. I live in rural northern Michigan, I am sure my students have different phenomenon than an inner city student of Flint.
We must find the students' norms and paradyms and work from theirs not ours.
Biases absolutely do matter and we all have them.
In reply to Start when they are, not where you think they should be. by Andrew Frisch
Well said, Andrew, and I agree. I like to use the analogy of a tree's roots, we can't see them, but all trees have roots.
Learning happens in the process of doing, and scholars truly learn best when all their needs are being met. I have not used the resources but plan exploring them.
In reply to Application Application by Ruth Ray, M.Ed.
I am glad to hear you plan to explore the resources, Ruth. Thank you for viewing and commenting!
Equity journey: A direction and NOT a destination
Thanks for sharing many practical ways for teachers to do necessary self work so they advance learning for all students being served.
I wonder if you are familiar with the work of Dr. Yolanda Sealey-Ruiz?
Truth, Love, and Racial Literacy
In reply to Equity journey: A direction and NOT a destination by Wanda Bryant
Thank you for sharing the recording of Dr. Yolanda's Sealey-Ruiz's TED Talk. I found it very informative and inspiring!
In reply to Racial Literacy by Liza Bondurant
Equity vignettes and Mathematician poster
Hi again Liza! Are these two resources within the courses you recommended?
another resource from Dr. Sealey-Ruiz :)
An Archaeology of Self for our times: Another Talk to Teachers
adding more to my GoodReads!
I took a screenshot of the book page because 5 Practices and Building Thinking Classrooms have already been so great--thanks for curating such a good set of resources!
In reply to adding more to my GoodReads! by Kristina Danahy
Thank you for viewing and commenting! I agree that 5 Practices & Building Thinking Classrooms are game changers.
Thank you for all of your…
Thank you for all of your hard work. I continually strive to recognize my own biases. Does any of the work include LGBTQ? I agree with Andy that because we all bring different experiences to the classroom, it is important to understand/be aware so that we are not being discriminatory in how we present materials and lessons.
In reply to Thank you for all of your… by Rebecca Cummings
Dr. Brandie E. Waid and Kyle S Whipple, Ph.D. have excellent LGBTQ+ resources.
There are IATs related to LGBTQ+ biases: Select a Test (harvard.edu)
I also have students discuss and reflect on an LGBTQ+ vignette.