Restoring Mathematics Identities of Black Learners: A Curricular Approach

Abstract

Black learners are subject to systemic physical, symbolic, and epistemological violence in mathematics classrooms. Such violence has negative ramifications for Black children’s mathematics learning and identity development. The authors argue that space should be made within the mathematics classroom to repair the harm caused by this violence. This article describes an identity-based curriculum, Mathematics for Justice, Identity, and meta-Cognition (or MaJIC), that provides a form of mathematics therapy through a restorative justice framework. The Silhouette Activity is highlighted as one approach that allows Black mathematics learners to engage in a restorative process of writing and drawing the internal and external messages they receive as mathematics doers and knowers.

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional Resources

1. Aguirre, J. M., Mayfield-Ingram, K., & Martin, D. B. (2013). The impact of identity in k-8 mathematics learning and teaching: Rethinking equity-based practices.Reston, VA: National Council of Teachers of Mathematics.

This important book explores the role of identity in children’s mathematics learning and assists educators in reflecting on their various identities as mathematics teachers.

2. Boaler, J. (2014). How to Learn Math: For Students. [Online course.] Retrieved from https://lagunita.stanford.edu/courses/Education/EDUC115-S/Spring2014/about.

This online course includes several video modules that allows students to explore mathematics and their relationship to mathematics.

3. Kokka, K. (2018). Healing-Informed Social Justice Mathematics: Promoting Students’ Sociopolitical Consciousness and Well-Being in Mathematics Class. Urban Education, 1-31.

This article describes how teaching mathematics for social justice offers children opportunities to engage in healing practices.

Additional information

Notes on contributors

Maisie L. Gholson

Maisie L. Gholson is an assistant professor in the School of Education at the University of Michigan.

Darrius D. Robinson

Darrius D. Robinson is a doctoral student in the School of Education at the University of Michigan.