Aug 272017

I have been collecting links related to Equity and Social Justice in Mathematics. I need to get them out of my Diigo, and into someplace more public where I can use them better.

I am stunned by how many I have. Clearly, this topic is one that mathematics professionals are discussing and writing about. Communicating this to educators who are not aware of the breadth and depth of the conversation is why I am posting these.

***I know I am missing many! Please add them in the comments. Please!***

Mathematics organizations’ official positions

  1. NCTM position statement on Access and Equity April 2014
  2. NCTM position statement on Closing the Opportunity Gap February 2012
  3. NCTM position statement on High Expectations July 2016
  4. NCTM post on Response to Charlottesville (n.d. listed) but published August 2017
  5. NCSM and TODOS: Mathematics for All, position statement on Math through the lens of social justice (PDF) Not dated, but published 2016
  6. AMTE (Association of Mathematics Teacher Educators) position statement on Equity in Mathematics Teacher Education November 2015
  7. The MAA (Mathematics Association of America) has 3 standing committees for the topic of underrepresented groups in mathematics
  8. The AMS (American Mathematical Society) has multiple program for underrepresented groups in mathematics

Blog posts from other mathematics organizations

  1. The AMS post on Discussing Justice on the first day of class (17 August 2017)
  2. The AMS has a blog dedicated to underrepresented groups in mathematics: inclusion/exclusion
  3. The Math Ed Matters blog of the AMS has a post on Equity in Mathematics with more links. 29 February 2016

Journals whose content is focused on Equity and / or Justice, or important articles

  1. TODOS: Mathematics for All, Teaching for Excellence and Equity in Mathematics (TEEM) Journal
  2. Journal for Urban Mathematics Education (JUME)
  3. Journal of Mathematics and Culture (sponsored by North American Study Group on Ethnomathematics, NASGEm)
  4. The Journal of Humanistic Mathematics (current)
  5. The Humanistic Mathematics Network Journal (HMNJ, 1987-2004) See #9, which is the new journal.
  6. Marta Civil. (2006). Working towards equity in mathematics education (PDF article)
  7. Lawrence Lesser. (2007). Critical Values and Transforming Data: Teaching Statistics with Social Justice. (PDF article)

Sites or Organizations focused on Math Equity

  1. Benjamin Banneker Association, Inc (BBA)
  2. Women and Mathematics Education
  3. The Math Forum’s resources on Equity
  4. The Mathematics Assessment Project (MAP via MARS) TRU framework
  5. Math and Social Justice: A Collaborative MTBoS Site : This could be a very important site for these issues. How can we build it up?
  6. Twitter search for #TMCEquity hashtag

Non-Mathematics, but other education organizations

  1. The NCTE (National Council of Teachers of English) posted, There Is No Apolitical Classroom: Resources for Teaching in These Times. This page has a thorough collection of resources which can be used across curriculums. 15 August 2017.
Aug 272017

I have been listening carefully lately whenever I hear the word “Equity” used by teachers. I haven’t engaged with these definitions, just listened to how the teachers are using the word so I can understand what they are saying. I am learning that we are not using the word in the same way at all.

When I think if equity, I think along the direction CMC does:

Equity via California Math Council via

The other day, I heard another definition that I had not encountered. The (paraphrased) quote was, “It is important that we think of equity in our classrooms, so that a B in one section with one teacher means the same thing if that student transfers to a different class in the same school or different school. We have to think of equity in our classrooms.”

The word ‘equity’ was specifically mentioned twice. The teacher meant to use the word.

I have a trouble reconciling this meaning of equity with the meanings outlined in the graphic above, unless we push it into “achievement.” But the text for ‘achievement’ doesn’t easily allow for this definition. The text is “What are some of my beliefs, expectations, behaviors and practices, and tools that ensure mathematics proficiency for every student?” Maybe, but it is not obvious where consistency in grading practices across teachers is an equity issue. It appears to me it may be more of an equality issue, not equity.

Clearly, equity is a term that needs to be given some additional context so we are speaking to the same topic.

My huge takeaway? Listen more and listen for understanding, not responding. I learn more that way.