NCTM Annual / AERA 2019
The NCTM Annual Conference and AERA Conference, which both took place this past week, highlighted issues of equity and diversity in mathematics education. Some snippets from Twitter:
The sociopolitical dimensions of mathematics education have been addressed by teachers, teacher educators, and researchers for many years already. But what stands out is how these concerns are starting to enter mainstream and popular discourse and how the artificial dichotomies between equity and “actual math teaching” are slowly being broken down.
It is no longer good enough that concerns about critical mathematics, social justice, identity, race, gender, and language politics (among many others) are confined to isolated professional development sessions which are set apart from sessions on pedagogy and content. It is no longer acceptable that such sessions are left to be facilitated by one of the few people of color on scene. Equity is mathematics teaching is mathematics content.
What the programmers, presenters, and attendees at NCTM Annual and the AERA Conference are starting to show us is that equity belongs in our daily discourse on teaching and learning. They also highlight that teacher presenters and researchers of color have important voices to contribute to conversations on math education, that such voices are not homogenous, and that raising concerns for equity is not the only contribution we have to give.
I was not able to attend, but Twitter certainly helped with the FOMO. So here are some further snippets related to the conferences:
Written by Melvin Peralta (@melvinmperalta)