Our mission is to form communities for mathematics educators to apply social justice practices in their context. We support this work by exploring teachers’ own identities in the context of race, gender, and class and developing critical consciousness as it relates to mathematics education.
NTC SOCIAL JUSTICE MATHEMATICS EDUCATION DEFINITION
Social justice mathematics education aims to create a humanizing, student-centered environment that values everyone’s knowledge, experiences, and voice. To do this we must deconstruct current avenues that facilitate or restrict students’ access to mathematics in their lives. We must challenge what is considered “valuable” or “important” in mathematics. Social justice mathematics educators provide spaces that recognize and critically analyze these tensions as ways for their students to reject internalized oppression, and reclaim their power to transform spaces.
Esther is a high school mathematics specialist in Chicago Public Schools and was a classroom teacher for 9 years. Her work is centered around rehumanizing math classrooms through student voice, identity, and teacher reflection. She also is part of the NCTM Publishing Committee and has served as a director on the ICTM board.
Chanel Keyvan is currently the assistant principal at a junior high school in Illinois and was previously a high school mathematics and AVID teacher. Her overall vision is to support a school that exudes high expectations that redefine education to honor individuality and to embrace systemic changes to liberate marginalized groups and value cultural differences.
Jerica Jurado is currently a middle school mathematics and language arts teacher in Chicago Public Schools. They have taught mathematics for 7 years in middle and high school settings with predominantly “at-risk youth”. Their work has been focused on combating the school to prison pipeline, by incorporating culturally relevant pedagogy and transformative justice practices that cultivate empathy and community within their mathematics classroom.
Erin Berg is a middle-school math teacher and has been teaching for the last 7 years. Erin focuses on making sure each student feels comfortable sharing their voice and ideas, and showing each student that their individual voices and ideas are valued.
Jennifer is an 8th grade Algebra teacher in Evanston, IL, on her 8th year teaching. She enjoys sharing her passion for math and art with students, helping students see how they are connected. Jennifer is serving as 5-8 Director on the ICTM Board & co-authored an article in the NCTM Mathematics Teaching in the Middle School Journal titled Learning What Works: Promoting Small Group Discussions, 2014 while an undergraduate.