This Week at Global Math – 6/9/20


Edited By Casey McCormick  @cmmteach

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Online Professional Development Sessions


Global Mathematics: An Elective Mathematics Class for ALL Students

Presented by 

Dave Ebert

This session will describe how one school created an elective course, Global Mathematics, that helps students understand and critique the world while also experiencing wonder, joy, and beauty. This course engages students at every ability level through the study of the history of mathematics and the usefulness of mathematics to address global, regional, and local issues.

To join us at 9:00 PM EST for this webinar click here!

Next Week 

Math Workshop in Synchronous Online Classes

Presented by 

Theresa Wills

How do you continue your small group collaboration and discussion while teaching online? Through math workshop of course. Learn how to implement math workshop in the synchronous online classroom. Create small group interactive experiences that give every student a voice. Give students the agency to own their learning through choice of differentiated activities. Learn quick and easy technology strategies that work across multiple computer platforms to meet the needs of all learners.

Register for the webinar here, and join us next week!

You can always check out past and upcoming Global Math Department webinars. Click here for the archives or get the webinars in podcast form!

From the World of Math Ed

Looking Back and Looking Forward

At the 2018 NCTM Annual Meeting, Danny Bernard Martin gave the Iris M. Carl Equity Address, titled “Taking a Knee in Mathematics Education.” Toward the end of the talk, in response to an audience question, Martin spoke about the phenomenon of “solution on demand.” Solution on demand is when, once racism is surfaced, the response is to ask a person of color what to do and how to solve it. Martin wrote on this topic in a 2009 paper:

“Such a demand not only trivializes the complexities of race, racism, and racialization, but also the experiences of those affected. In essence, it is a way to retreat from race and resists the realities of racism by reducing the harms to simple problems with simple solutions. My hesitancy to provide a specific answer is not meant to suggest that no solutions exist. But top-down, externally generated solutions that are not responsive to the needs and conditions of the context in question are unlikely to have a meaningful effect” (304).

I am a white teacher, and I am sitting with both the urgency of action and the necessity of doing my own internal work to better understand racism in America. I am also trying to remember that people of color have been doing the work for a long time, and there are already lots of places to learn without burdening people of color who are doing the most right now. Martin’s session is absolutely worth revisiting. Looking outside the world of math education, I enjoyed rewatching this panel of Black YA authors talking about justice, resistance, and positive representation. The panel is also from 2018 and is another reminder that the work is not new, no matter how many people have shown up for the first time in the last two weeks.

(thanks to Marian Dingle for sharing the video)

In addition to doing my internal work, I am thinking about how to make change in my school, within my sphere of influence. I’m rereading Paul Gorski’s article “Avoiding Racial Equity Detours.”  The detour I see most in my school is what Gorski calls “Pacing-for-Privilege.” He writes, “In too many schools, the pace of equity progress prioritizes the comfort and interests of people who have the least interest in that progress” (57). I want to practice speaking up to prioritize equity for students, rather than comfort for adults. What detours do you see in your school, and where can you exert your influence?

Finally, I want to share Jose Vilson’s most recent blog post, “Black Teachers Are Good For More Than Race Stuff.”  As education communities decide to do more to center justice and equity, we are at risk of essentializing Black educators as equity workers. Jose reminds us: “Let me lay this to rest. Black teachers can be experts at their given content area and its pedagogies, not just as delegates for our entire race and their experiences.”

Written by Dylan Kane


The Math Photo Challenge is a series of 10 weekly photo prompts posted to Twitter. Each week, participants take photos inspired by that week’s prompt and then share them on Twitter using the hashtag #MathPhoto20. This challenge is a fun way to interact with teachers, students, family members and others. Anyone can check out the collection of photos on Twitter by searching the hashtag #MathPhoto20 or at the website organized by Carl Oliver (@carloliwitter). This year’s photo challenge will start on Thursday, June 11th. Anyone can join in at any time.



This is the sixth year of the Math Photo Challenge. The first year was organized by Malke Rosenfeld (@mathinyourfeet) with assistance and contributions from the #MTBoS.

The Math Photo Challenge is about the intersection of mathematics, mathematics education, and the world we see around us. Photos of this intersection cause us to reflect on how the lens that we view the world through allows us to see it differently. To start week 1 of #MathPhoto20 this year will be challenging you to look at the world with an anti-racist lens and reflect on #BlackLivesMatter.  

Written by Erik Lee

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