California Mathematics Council Southern Section Conference Palm Springs California November 1 2013 Kyndall Brown Executive Director California Mathematics Project Carolee Huratdo Director ID: 386869
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Reparations: A Real World Context for Modeling with Mathematics
California Mathematics Council Southern Section Conference
Palm Springs California
November 1, 2013
Kyndall Brown
Executive Director
California Mathematics Project
Carolee
Huratdo
Director
UCLA Mathematics ProjectSlide2
Equity in Mathematics EducationCulturally Relevant and Responsive Education
Common Core Standards-Modeling
ReparationsDefinitionTimelineExamplesCalculating Reparations for African-Americans
OverviewSlide3
Excellence in mathematics education requires equity-high expectations and strong support for all students
Equity requires high expectations and worthwhile opportunities for all
Equity requires accommodating differences to help everyone learn mathematicsEquity requires resources and support for all classrooms and students
NCTM Principles and Standards for School Mathematics (2000)
Equity PrincipleSlide4
Every teacher addresses gaps in mathematics achievement expectations for all student populations
Every teacher provides each student access to relevant and meaningful mathematics experiences
Every teacher works interdependently in a collaborative learning community to erase inequities in student learning
NCSM
PRIME Leadership Framework (2008)
Equity Principle Slide5
California Math
Percentages of Economically Disadvantaged &
Not
Economically Disadvantaged Students Scoring at Proficient and Above,
2010
Economically Disadvantaged Not Economically DisadvantagedSlide6
Culturally Relevant and Responsive Teaching (Gay, 2000)
A very different pedagogical paradigm is needed to improve the performance of underachieving students from various ethnic groups-one that teaches to and through
their personal and cultural strengths, their intellectual capabilities, and their proven accomplishments. Culturally responsive teaching is that kind of paradigm.Slide7
• Empowering students to achieve scholastically
without abandoning their culture
• Using cultural referents as aspects of the curriculum• Developing relationships with students
Culturally
Relevant and Responsive
Education
Slide8
Equity does not mean that every student should receive identical instruction. Instead, equity demands that responsive accommodations be made as needed to promote equitable access, attainment, and advancement in mathematics education for each student-(Aguirre, Mayfield-Ingram, Martin, 2013)
CRRE and EquitySlide9
Characteristics
of Culturally
Relevant and Responsive Teaching in Mathematics (Jones, 2004)
Pedagogy
Beliefs
Knowledge of subject matter
An understanding of, and respect for, student’s cultural beliefs and values
An ability to listen to and question students to learn about their thinking
A respect for student’s ability and competence
A willingness to use cultural knowledge to make connection to new knowledge
An ability to be reflectiveSlide10
Classroom Atmospheres that Provide Equitable Learning Environments for All
Students
(Jones, 2004)
Student’s Choice
Effective multicultural classrooms offer students choices in their assignments, with whom they work, how they respond, and how they are assessed
Cooperative Learning
Effective culturally responsive teachers frequently use cooperative groups in their mathematics classrooms
Classroom Communities
Effective culturally responsive teachers create communities within their classrooms that are safe havens, places where each person feels cared about and cares about othersSlide11
• Moses
(
2001)-Algebra as a civil right experiential based mathematics, mathematical literacy• Gutstein
(2006)-Using mathematics to “read and write the world”, social justice lessons
• Frankenstein
(1997)-
Ethnomathematics
:
using cultural referents to teach mathematics
Culturally
Relevant and Responsive Pedagogy in MathematicsSlide12
1. Make sense of problems and persevere in solving them2. Reason Abstractly and Quantitatively
3. Construct Viable Arguments and Critique the Reasoning of Others
4. Model With Mathematics5. Use Appropriate Tools Strategically
CaCCSS
-M Standards for Mathematical PracticeSlide13
6. Attend to Precision.7. Look for and Make Use of Structure.
8. Look for and Express Regularity in Repeated Reasoning.
CaCCSS-M Standards for Mathematical PracticeSlide14
Model with Mathematics
Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace.
In early grades, this might be as simple as writing an addition equation to describe a situation. In middle school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas
. They can analyze those relationships mathematically to draw conclusions
. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.
Standard for Mathematical Practice #4Slide15
Mathematical ModelingSlide16
The making of amends for wrong or injury done; compensation in money, material, labor, etc., payable by a defeated country to another country or to an individual for
loss suffered
during or as a result of war.ReparationsSlide17
1865 Special Field Order Number 15Issued by General William Tecumseh Sherman providing forty-acre tracts of captured land for 40,000 former slaves
1866
Congress passes the Southern Homestead Act to provide freedmen with land in Southern states at a cost of $5 for eighty acres
Reparations TimelineSlide18
1867 Representative Thaddeus Stevenson proposes H.R. 29, a slave-reparations bill which promises each freed adult male slave forty acres and $100 to build a dwelling
1989 Representative John Conyers proposes H.R. 3745 to form a commission to study reparations for American slavery.
Reparations TimelineSlide19
1994 Florida agrees to pay $2.1 million in reparations to the survivors of the 1923 Rosewood massacre1995 The Ninth Circuit Court of Appeals rules in
Cato v. United States
, holding that the claim for $100 million in reparations and an apology for slavery lack a legally cognizable basis
Reparations TimelineSlide20
1999 Representative Conyers proposes H.R. 40 seeking a formal apology for slavery and providing for a commission to study reparations.2000
Representative Tony Hall proposes H.R. 356, a formal resolution to acknowledge and apologize for slavery
Reparations TimelineSlide21
2009 Senator Mary Landrieu sponsors S.R. 39 apologizing for the victims of lynching and the descendants of those victims for the failure of the Senate to enact anti-lynching legislation
Reparations TimelineSlide22
Congress finds thatThe institution of slavery was constitutionally and statutorily sanctioned by the government of the US from 1789 through 1865
The slavery that flourished in the US constituted an immoral and inhumane deprivation of Africans’ life, Liberty, African citizenship rights and cultural heritage, and denied them the fruits of their own labor
H. R. 40
FindingsSlide23
Congress finds thatSufficient inquiry has not been made into the effects of the institution of slavery on living African-Americans and society in the US
House Resolution 40
FindingsSlide24
The purpose of this act is to establish a commission to
Examine the institution of slavery, including the extent to which the Federal and State Governments supported the institution of slavery
Examine discrimination against freed slaves and their descendants from the Civil War to the presentHouse Resolution 40
PurposeSlide25
The purpose of this act is to establish a commission to
Examine the lingering negative effects of the institution of slavery and discrimination on living African-Americans and on Society in the US
Recommend appropriate remedies in consideration of the commissions findingsHouse Resolution 40
PurposeSlide26
Year/Country
Amount
Group
1952 Germany
$822 million
Jewish Holocaust Survivors
1971 United States
$1 billion + 44 million acres of land
Alaska Natives Land Settlements
1980 United States
$81 million
Klamaths of Oregon
1985 United States
$105 million
Lakota of South Dakota
1985 United States
$12.3 million
Seminoles of Florida
1985 United States
$31 million
Chippewas of Wisconsin
1986 United States
$32 million
Ottawas of Michigan
1988 Canada
$230 million
Japanese Canadians
1988 Canada
250,000 squares miles of land
Eskimos and Indigenous People
1990 Austria
$25 million
Jewish Holocaust Survivors
1990 United States
$1.2 billion
Japanese Americans
Examples of ReparationsSlide27
110,000 peopleInterned for 4 years, land confiscated$20,000 per survivor
$1.2 billion total
Japanese AmericansSlide28
Given the examples of reparations that have been paid in the past:What amount and/or form should reparations take?
What assumptions will you make?
What calculations will you perform?How Should Reparations be Determined?Slide29
http://www.democracynow.org/2013/10/30/filmmaker_uncovers_her_familys_shocking_slave
Traces of the TradeSlide30
What does America owe Native Americans and Black people?
What is the current worth of America? Or
Count the stars in all of the galaxies and multiply in dollars by 100 billion,For a reflective start -Haki
R
Madhubuti
The United States’ Debt Owed to Black PeopleSlide31
What mathematics did you use to come up with your answer?What Standards for Mathematical Practice did you use to come up with your answer?
What are the language demands of this task?
How would you engage your students in this task?Reflection QuestionsSlide32
Comments/QuestionsSlide33
A conference for mathematics and social justiceJanuary 17-19, 2014 at University High School (Los Angeles)www.creatingbalanceconference.org
Creating Balance in an Unjust WorldSlide34
Kyndall Brownkyndallb@math.ucla.edu
www.cmpso.org
(310) 794-9885Carolee Hurtado
koehn
@
gseis.ucla.edu
www.uclamathproject.org
(310) 206-7351