The Mathematics Education Student Association
invites you to the colloquium:
Race, Identity, and Mathematics Literacy
Dr. Danny Bernard Martin
University of Illinois at Chicago
This presentation draws on findings from three interrelated studies of the mathematical experiences, identities, and advocacy practices of African American parents and caregivers. Extant research has shown that African American parents express the same folk beliefs about mathematics as other parents—stressing it as an important school subject for their children and important for basic literacy. However, I argue that as they frame mathematical literacy within the larger contexts of African American, socioeconomic, and educational struggle, these parents and caregivers reveal that mathematics learning and participation can be conceptualized as racialized forms of experience. Moreover, as they attempt to become doers of mathematics, negotiate their identities as such, and advocate for their childrenŐs mathematics learning, a host of discriminatory forces—fueled mainly by socially constructed meanings for race—continue to challenge the agency of African American parents. Those who resist subjugation and exercise their individual and collective agency often do so based on the belief that mathematics knowledge can be used as a tool of liberation. I suggest ways to leverage the positive agency of African American parents to better support mathematics learning for African American children. I discuss the implications of this work for teacher education. Finally, I will discuss how these studies have led to a new paper in which I am examining the ways in which the concept of race has been addressed in mathematics education research and policy.
Danny Martin is an associate professor of mathematics education and mathematics and faculty affiliate of the African American Studies Department at the University of Illinois at Chicago. Prior to coming to the University of Illinois in 2004, Dr. Martin was Instructor and Professor in the Department of Mathematics at Contra Costa College for 14 years, where he served as Chair from 2001-2004. Dr. Martin has a broad interest in mathematics teaching and learning in K-16 contexts. However, his primary research interest is equity issues in mathematics education, with a specific focus on mathematics socialization and the construction of mathematics identities among African American adults and children in classroom and community contexts.
Monday, April 17, 2005
Banquet Room 101
*****Please Sign-up to Attend - Lunch Will Be Served*****