Submitted by Dave Hodges
Friday, February 26, 2021
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Students may, for example, “recognize the ways that communities of color engage in mathematics and problem solving in their everyday lives” or “challenge the ways that math is used to uphold capitalist, imperialist, and racist views.”
Teachers are likewise encouraged to “intentionally include mathematicians of color” in their instruction and “acknowledge the mathematical knowledge of students of color, even if it shows up unconventionally.”
Another guide — “Sustaining Equitable Practice” — asserts that “the relationship between instructional coach and teacher can be complicated and nuanced given the intersectionality of both participants’ identities.”