D I S M A N T L I N G R A C I S M I N M A T H E M A T I C S

DISMANTLINGRACISM IN

MATHEMATICS

A F R E E , 5 - P A R T S E M I N A RS E R I E S

S P R I N G 2 0 2 1

Are you ready to create an antiracist math classroom? Are you excited about learning howto design lessons that make your classroom more inclusive, exciting, and academicallychallenging for ALL students? Wherever you are in your journey toward creating equitablelearning spaces for your students, we welcome you to join us for thoughtful dialogue thatchallenges norms that have led to inequitable experiences for students across the country.

We asked our course facilitators to describe who should attend this course. If any of thesewords describe you, please consider joining us for this series.

"Who should attend this webinar?"

a n i n v i t a t i o n

A m b e r C o o k

"Educators who work directly withstudents in mathematics classrooms(teachers, coaches, support staff) whowant to examine and reflect on theirown identity and current teachingpractices and what impacts that mayhave on their students. "

"Mathematics leaders who want to leadmath educators in creating anti racistmathematics classrooms by utilizingthe toolkit to frame conversations andlearn about equitable teachingpractices."

"Anyone that has an impact on thedevelopment of students’ mathematicsidentities and mastery."

"Educators, PreK-12, who work directlyin mathematics with students andother educators to develop contentknowledge and understandings."

"School leaders who are developing adeeper mathematical understanding."

"Educators who are seeking tounderstand how antiracism can beapplied to the mathematics classroomand instruction."

"Educators, pre-serviceeducators, administrators,program leaders."

"Adults who work in anycapacity with young people."

G e o r g i n a R i v e r a D a n i W a d l i n g t o n A m b e r W a l k e r C r y s t a l W a t s o n

This is a space for educators who work with K-12 mathematics to come togetherto understand how their racial identity & positionality affect planning andimplementing mathematics instruction and to interrogate their own biases thatimpact the classroom.

Lead Facilitator: Crystal Watson

Tuesday, March 23, 20217:00-8:15 p.m. ET

Register at: https://www.eventbrite.com/e/142536537621

Session 1

Who am I?

Understanding my ownidentity and the impactit has on mymathematics instruction.

I hope you attend the series because youbelieve in the dreams of the students andcommunities you serve knowing thatmathematics is a pillar to achieving thosedreams. You are willing to do the work toensure that those dreams have the bestpossibility to become reality.

-- Crystal Watson, Lead Facilitator

Crystal Watson is aninnovative, passionate leaderin mathematics education inCincinnati, Ohio who you cancount on to always ask “Whatdo the students think?” Shecenters her work aroundproviding space for studentvoice and identity in order forall to experience high quality,deep, and personalmathematics.

Meet Crystal

T W I T T E R : @ _ C R Y S T A L M W A T S O N

E M A I L : W A T S O N C R Y S T A L M @ G M A I L . C O M

Mathematics does not currently/automaticallycenter the experiences of Black and brownstudents so it will take intentionality to ensurethat happensWho we show up as (our identity) in ourclassrooms has a direct impact on all aspects ofour pedagogical and instructional practicesThe toolkit is one tool in an anti-racistpractitioner’s tool belt. The work continues afterthis!

After completing this series, I believe you'llunderstand that...

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This is a space for educators who work with K-12 mathematics to come together to thinkabout attending to students’ identities, understand how to create culturally affirmingspaces, and to practice identifying and creating culturally responsive math materials.

Lead Facilitator: Georgina Rivera

Tuesday, April 6, 20217:00-8:15 p.m. ET

Register at: https://www.eventbrite.com/e/144552804329

Session 2

Who do I teach and whatdo I teach?

Attending to mystudents’ identities andcreating an identityaffirming mathematicsclassroom.

I hope you attend this series so you cannetwork with other mathematics educators inorder to learn about Equitable MathematicsInstruction.

I hope you attend this series because you arecommitted to reflect and learn about youridentity and teaching practices in order todevelop an anti-racist math classroom whereall students see themselves as doers ofmathematics.

-- Georgina Rivera, Lead Facilitator

Georgina Rivera is anadministrator for a Pre-Kthrough eighth grade school.She has served as theElementary STEM Supervisor,district wide elementary mathcoach, and started her careeras a middle schoolmathematics teacher. Inaddition to her work in thedistrict she presents on bestpractices in mathematicscoaching, teaching andlearning, culturally relevantpractices, and mathematicsleadership.

Meet Georgina

I can understand how my own identity impacts the practices and tasks Iselect for my students. The examination of my identity is critical to changepractices that result in better student outcomes.I've identified equitable instructional strategies help my students developtheir identity while also honoring their brilliance.I've learned to engage in courageous conversations with both colleaguesand stakeholders around antiracist practices so we can continue toenhance classroom teaching and learning practices for each and everylearner in our classrooms.

After completing this series, I believe you'll say that...1.

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This is a space for educators who work with K-12 mathematics to come together tothink about what spaces in mathematics instruction and classrooms are racist,understand methods in which to create antiracist spaces, and practice makingantiracist instructional decisions.

Lead Facilitator: Amber Cook

Tuesday, April 20, 20217:00-8:15 p.m. ET

Register at: https://www.eventbrite.com/e/144554027989

Session 3

How do I teach?

Choosing antiracistinstructional practicesfor my classroom.

I hope you attend the series because the timeis now to decide which side of history youwant to be on and how what you do today willdictate how we all show up in our future.Youare the ignition to the future of not justmathematics, but anti-racist mathematics.

-- Amber Cook, Lead Facilitator

Amber Cook is a Black, African-Americaneducator from Maryland. She works withinher district to create and deliverprofessional developments, designcurriculum for elementary mathematics,and collaborate with school communitieson improving instructional outcomes. Shefounded the grassroots organization,Bmore: Standing in Solidarity, which aimsto empower people of all races to beginand continue their equity journey toabolitionist work and accountability, aswell as dismantle racist systems ofoppression. You can find Amber with agood book, good food, and involved ingood conversations! Be on the lookout forher collaborative presentation at NCSM2021 in Atlanta!

Meet Amber

T W I T T E R : @ A M B E R _ C O O K .

My growing identity as a person andeducator shapes how I educate others aswell as my beliefs in how education takesplace. Racism is a root/foundational system ofoppression, and anti-racism is theantidote of it and it has a place in everyspace and experience we share as people.In addition to educating futuregenerations of students and adults in thesubject of mathematics, it is my duty todo so in an anti-racist manner as well asteach others how not only bemathematicians but anti-racistmathematicians.

After completing this series, I believe you'llunderstand that...

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Bmore: Standing in Solidarity More from Amber

Cup of Joe Podcast Appearance: Anti-Racist Culture with Amber Cook

#Educrush Podcast Appearance: Non-Racist is a Cop Out

Equity Dialogue: Engaging in theAntiracist Journey Through MultiplePerspectives

Designing Equitable LearningEnvironments

RippleOutNow Interview

This is a space for educators who work with K-12 mathematics to cometogether to think about leading with historically excluded voices andengaging families and school communities in antiracist work.

Lead Facilitator: Amber Walker

Tuesday, May 4, 20217:00-8:15 p.m. ET

Register at: https://www.eventbrite.com/e/144556084139

Session 4

Who are mycollaborators?

Working with thefamilies and people inmy community

Black and brown students across the countrydeserve a math classroom where they areseen, heard, appreciated, and valued! For thatto happen, we as educators must push backagainst the “norm” and create inclusive mathspaces.

-- Amber Walker, Lead Facilitator

Amber Walker is a full time educator, part-time personal chef, avid traveler, and self-taught spoken word slam artist. She badlyidentifies as a black queer woman,bringing light to the importance ofintersectional identities. She is originallyfrom Central New Jersey, but has traveledall over the United States and to 23countries. She completed her BA inInternational affairs and economics atNortheastern University, located in Boston,MA. She continued her education atStanford University in Palo, Alto CA, whereshe received her MA in education. She iscurrently in her 4th year of teaching.Before returning to the East Coast, shetaught at public and charter schools in SanFrancisco and Oakland, CA. She iscurrently a math instructor at analternative charter school in Newark, NJ.When she is not teaching she spends mostof her time cooking, traveling, doing yoga,and spending time with family andfriends."

Meet Amber

Understanding your own identity in relation to anti-racist work.Recognizing how to actively disrupt racism and anti-blackness ineducation spaces.Math is not a neutral topic and should not be treated as one!

After completing this series, I believe you'll understand that...

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This is a space for educators who work with K-12 mathematics to come together to thinkabout how to sustain antiracist work, including how resistance will show up and how tounderstand the ways to respond and continue the work.

Lead Facilitator: Dani Wadlington

Tuesday, May 18, 20217:00-8:15 p.m. ET

Register at: https://www.eventbrite.com/e/144556521447

Session 5

So what now?

Continuing my journeyas an antiracistpractitioner

I hope you attend this series becauseeducation you will never return to being thesame, and it is time to do something radicallydifferent. We cannot go back to the waythings were and this series offers a pathforward.

-- Dani Wadlington, Lead Facilitator

Dani Wadlington is a Black educator organizercurrently serving as a high school mathteacher in the Bay Area and as Director ofMath Education at Quetzal EducationConsulting. Growing up on the South Side ofChicago allowed her to experience a world fullof cultural wealth which she dutifullyincorporates into her pedagogy. Dani had atransformative schooling experience from avery young age. South Shore Preschool wasone place she learned to love her Blacknessand her community. Ever since she has beenon a journey of co-creating spaces for youth tospark self-actualization and social change. Asan expert in mathematics education Dani hasa MA in Education, MA in EducationalLeadership and a teaching & administrationcredential. Her proudest moments as aneducator have been unionizing with hercolleagues and supporting young people incritical thinking skills that lead to student-leddirect action. Dani holds a level of wisdom thatis inherent and spiritual; she is a believer inancestral intuition and holds a high standardfor every detail that goes into her work.

Meet Dani

You can't address racialized outcomes withoutaddressing race, starting with your own understandingof self.Everyone can contribute to disrupting the system andthis series provides tools to do that.Anti-racist math work is comprehensive and should becarried out whole school through curriculum,instruction, classroom and school environment,relationship building, and leadership.

After completing this series, I believe you'll understandthat...

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quetzalec.comQuetzal EducationConsulting (Facebook)@quetzal_ec (twitter)@quetzaleducation(Instagram)

More from Dani:

We hope you'll join us!

Register today: achievethecore.org/dismantling-racism-in-mathematics