2329 Views
  1. Eden Badertscher
  2. http://ltd.edc.org/people/eden-badertscher
  3. Presenter’s NSFRESOURCECENTERS
  4. Education Development Center, Iowa State University
  1. Al Cuoco
  2. Distinguished Scholar
  3. Presenter’s NSFRESOURCECENTERS
  4. Education Development Center
  1. Matt McLeod
  2. http://ltd.edc.org/people/matt-mcleod
  3. Project Director
  4. Presenter’s NSFRESOURCECENTERS
  5. Education Development Center
  1. Michael Young
  2. Presenter’s NSFRESOURCECENTERS
  3. Iowa State University

Designing for Equity by Thinking in and about Mathematics (Debt-M)

NSF Awards: 1321216

2018 (see original presentation & discussion)

Grades 6-8, Grades 9-12

Designing for Equity by Thinking in and about Mathematics is building a replicable professional learning model that addresses racially-based inequities in secondary mathematics education in the United States. Participants spend 2 years as a cohort building an understanding of the opportunity gaps and the inequitable teaching practices and being empowered to become change agents to disrupt these inequitable practices. 

Funded by the National Science Foundation Math-Science Program, DEbT-M is a partnership among Education Development Center, Inc. (EDC), Pittsburgh Public Schools, Iowa State University and University of Pittsburgh Center for Urban Education, with Duquesne University. We work with educators to disrupt elements of the current educational system that work to impede access to learning opportunities for students of color and improve mathematics teaching and learning at all district levels in ways that provide students of color with more equitable opportunities in mathematics and disrupt counterproductive narratives for all students and educators. 

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Original Discussion from the 2018 STEM for All Video Showcase
  • Icon for: Nancy McGowan

    Nancy McGowan

    Facilitator
    May 14, 2018 | 10:42 p.m.

    I am very intrigued by your topic and applaud your work.  Please elaborate on the two years of professional development teachers participated in related to the use of mathematical habits of mind. 

  • Icon for: Eden Badertscher

    Eden Badertscher

    Lead Presenter
    May 16, 2018 | 02:44 p.m.

    Nancy, thank you for your interest. To help be more specific in my response, can you let me know if you are more interested in hearing about the kind of content that we engage teachers in, or are you more interested in the approach we take to engaging them? 

  • Icon for: Nadine Bonda

    Nadine Bonda

    Facilitator
    May 14, 2018 | 11:00 p.m.

    Your work in math and equity is in a very important area of study.  Please help me understand who the audience for this video is and what your purpose is in creating this video.

  • Icon for: Eden Badertscher

    Eden Badertscher

    Lead Presenter
    May 17, 2018 | 09:59 a.m.

    Hi Nadine! One of our primary goals was to simply get information out about the program, what we are doing and the results of the work, as it has been both so promising and transformative. The work of DEbT-M (which honors the stance Gloria Ladson Billings takes that we owe children underserved by the system and "education debt") is deeply personal and lift changing work (for us as much as the teachers) and we have been very lucky to be able to do this. Our audience is really whoever wants to learn about the work, whether other R&D folks who might want to draw on it, or districts who may want to implement some or all of the ideas. The size and scope of the project made it very difficult to make a 3 minute video, as I am sure many people found! Would love to talk more though. If you have any more questions, let us know.  

  • Icon for: Karen Economopoulos

    Karen Economopoulos

    Facilitator
    May 15, 2018 | 06:39 p.m.

    This is such important work. I wonder if you or other viewers could elaborate on what Michael Young referred to as non-mathematical situations that can negatively impact student experiences. What are some examples of these situations? How can teachers interrupt these situations and offer support to the students who are involved in order to make the math classroom a safe place for all learners?

  • Icon for: Eden Badertscher

    Eden Badertscher

    Lead Presenter
    May 17, 2018 | 10:05 a.m.

    Karen, we have communicated your question to Michael in order that we can get you a more personal response. One of us will get back and post a more direct response following a brief discussion with him. I will say that there are a wide range of potential non-mathematical situations that can impact experiences, as well as mathematical ones, but which ones matter for which students can be tricky. It becomes very important to understand how the various factors are inter-related and can combine to impact school and classroom experiences even though they don't on the surface seem directly relevant. We have developed a pretty extensive approach to supporting teachers to be change agents and do just what you indicate, but interruptions must be done with care and understanding of the system realities in which students and educators find themselves. 

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