Part 1: Teaching and Learning
"It could all be so simple, but you'd rather make it hard/ Loving you is like a battle, and we both end up with scars." - Lauryn Hill on "Ex-Factor"
Part 2: History and Social Context
"The South got something to say." - Andre 3000
It took time to find my place in these schools -NMH and Penn- that are fundamentally exclusive. I think it uniquely situated me to relate to and empathize with the adolescent experience in a different way.
Part 2, History and Social Context, provides a number of different snapshots that capture how I grapple with my work in Independent schools at varying points during my teaching fellowship.
Click on the image to launch part 2, History and Social Context.
Part 3: (Inquiry Project) Teaching and Learning Mathematics for Social Justice
TLMSJ is thought of as entailing all or some of the following by different parties: access to high-quality mathematics instruction for all students; using mathematics as a tool to understand social life and oppression; curriculum and pedagogy focused on the experiences of marginalized students; and the use of mathematics to transform society into a more just and equitable one (Leonard et al, 2010, 261- 262).
Part 3 documents my year long inquiry project as a second year teaching fellow.
I wondered how I could adjust my teaching practices and course structures to disrupt some institutional and structural forms of inequity in my classroom? Ultimately, my wonderings gave rise to the development of a Statistics course that I co-taught with Seth Montgomery, a former Upenn Teaching fellow.
I formulated a final inquiry stance that allowed multiple entry points into bigger questions about equitable mathematics: what happens when I center identity in a mathematics classroom?