Welcome! We are so excited you are here. We are in the first year of our project and welcome any question/comment/feedback and have some we posed to start discussion

1. As we think about anti-bias mathematics professional development, what do we need to consider in the design and research? 
2. What Insights can you provide on collaborative work with families and communities within district partnerships?  

Please link to your own work if it is related so we can all learn with each other. 

This project is essential. One of the ways I have considered promoting anti-bias mathematics education is through debugging, socio-critical literacies, Social-design experiments, and ethnomathematics testimonios. I am happy to speak with you—all the best in this necessary pursuit. 
 
 
Nti-Asante, E.(2022, April 21-24). STEM thinking in the cultural making: The case of a Ghanaian woodworker. [roundtable]. 2022 American Educational Research Association. DOI: 10.3102/IP.22.1885470
https://aera22-aera.ipostersessions.com/Default.aspx?s=54-E6-1A-7E-41-27-38-66-14-8C-86-70-63-ED-DA-71

Emmanuel thanks for stopping by we would love to connect!

Hurrah for this project!  And hello from simEquity, also posted in the Video Showcase.  We are studying implicit bias in teachers through a simulator.

Regarding: As we think about anti-bias mathematics professional development, I learned to love math (and later became a math major) long before school was on my horizon. I also had a middle school great math teacher that featured projects of local relevance beyond the textbook.

My opinion: Parents and families are where the fear of math often begins; current teachers at the primary School level also have this aversion they unknowingly transmit.  So maybe professional development needs to focus on teachers at stages BEFORE students arrive at a certified math class.

G. Knezek

 

This seems like very promising work! I have a couple of questions. First, I'm curious about how the anti-bias PD connects to the pedagogy or instructional activities in the classroom. Second, is the idea that these supports for teachers would work in a general sense, or are there certain kinds of instructional materials or curricula that are more appropriate for applying the anti-bias tools? Thanks!

Wow! I love this work and am so excited by the community and caretaker Math Studio. I see a lot of ways that these studios can position children and their caretakers as holders of math knowledge. I wonder if it might be helpful for the PIs to also have their own children present at the Math Studios, to show their own identities as parents as well as researchers. I also wonder about housing these Math Studios not in schools or classrooms, but in community spaces like playgrounds, houses of worship, or libraries that are open to all. 

My thoughts definitely resonate with many of the encouraging and positive comments above. I'm inspired by the work you and your team are carrying out, and I'm especially encouraged by your focus on creating frameworks and tools that curriculum developers can ado/apt. Given your work with K-12 student populations, I'm curious about how factors related to child development inform the guidelines and frameworks by which to consider the relevance of different topics. Similarly, I wonder whether the relevance to child development is not so much related to the topic as it is to students' learning experiences. 

Thank you for your wonderful work and contribution to the video showcase!

Considering some of the missteps that have been reported nationally around culturally insensitive Math curriculum, this project is timely and needed. I love the disruption of the curriculum to ensure bias is removed to provide a more welcoming learning environment for students. I appreciate that this project seeks to engage the students social network (e.g., parents) as well. Have you considered how to advance this concept further to address anti-racism? What potential do you see for this approach being embraced by other STEM disciplines.

Engaging historically marginalized students in mathematics is a critical topic. Can you share a little about how your anti-bias curriculum has helped to participation of this population.

I am curious about the redesigned curriculum.  What did that process entail?  What new discoveries came out of this process?

Thank you for sharing your work. Your team's project is so impactful as it interweaves math, social justice, community, and anti-bias framework. I was curious about what your plan for the community-centered math studio looks like. The collaborative model sounds ambitious. :)