Creating an Inclusive Mathematics Learning Environment: Probability and Statistics

Description

This course focuses on teaching mathematics from a social justice stance. If we truly say that all students should have the opportunity to learn important mathematics, and that math matters for their life outcomes,we must examine the social, psychological, structural and cultural factors thataffect student outcomes. In this course we will begin by examining the racialized backbone of schools and school history. We will consider what has been allowed into the mathematical cannon, and what is systematically excluded—whose mathematics counts? 

The course will continue by exploring the role of status, power, and identity in the classroom and examine effective strategies to provide students with greater access and create math classrooms as more equitable spaces. We will consider tracking and un-tracking academically, structurally,and politically. We will explore effective strategies for developing student language in the math classroom and how students with special needs can be supported. 

We will explore some features of probability and statistics with a focus on conceptual understanding and using tasks that deepen our understanding of equity. Our coverage of probability and statistics will be guided by two documents: The Transition Math Standards and Washington Endorsement Competencies 5-12. 

Another feature of this class is to further introduce participants to graduate work. We will read original research articles that are dense and use formalized language. Readings will sometimes portray different perspectives that appear to contradict each other. This is another feature of graduate work. In a dynamic human system such as education, research is quite complex and doesn’t always paint a clear picture of what is best for all kids. Our work in this area is intended to help participants prepare to conduct their own action research projects. It should help participants recognize the differences among research articles, conceptual pieces, and articles that are written as synthesis pieces for teachers. Participants will be asked to pay particular attention to how research questions are framed. Posing a good researchable question is an art form that teacher/researchers need to learn.