An Equity and Excellence Framework for Mathematics in Minnesota
By
Lesa M. Covington Clarkson, University of Minnesota and
Fawnda Norman, University of Wisconsin-Oshkosh
Since Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy was published (Mohammed, 2020), teachers across Minnesota and the entire country have been using this as a guide for creating more equitable learning environments. We also read this book and wondered what this framework would look like in a Minnesota mathematics classroom. Mohammed (2020) discusses culturally responsive literacy in the elementary grades and provides a framework for creating an equitable space. Drawing from Mohammad’s framework, we created the Equity and Excellence Framework (EEF) (see Table 1) to inform our collective work (while focusing on middle school mathematics).
Boaler’s (2015) research reminds us that mathematics has usually been taught in ways that are separated from the real world and should be learned in authentic ways to help students make sense of their world. Standards-based mathematics instruction, as a starting point for equity frameworks, stress access and opportunity for every student to rigorous mathematics content; it prioritized equitable access to meaningful mathematics not based on one’s zip code. Ladson-Billings’ (1995) research included students’ cultural backgrounds as an essential factor in the learning environment.
In a recent interview for Fodor Travel, Lizzie Post states, “Etiquette can be something people choose to use that is judgmental and elitist and exclusive as a way to separate people…we really try to encourage people to be aware of themselves and the people around them…” Isn’t this what can also be said about the mathematics classroom? Come visit our session at MCTM’s Spring Conference in Duluth to learn more about the EEF as a model to create and implement culturally responsive mathematics in Minnesota classrooms. We look forward to your questions and comments about the framework!
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Open in new tab REFERENCES
Boaler, J., (2015) What’s Math got to do with it? How parents and teachers can help children learn to love their least favorite subject. Penguin Books.
Ladson-Billings, G. (1995). But that’s just good teaching! The case for culturally relevant pedagogy. Theory into Practice, 34(3), 159-165.
Muhammad, G. (2020). Cultivating genius: An equity framework for culturally and historically responsive literacy. Scholastic.