1. Eva Thanheiser
  2. https://evathanheiser.wordpress.com/
  3. Portland State University
  4. Collaborative Research: Developing and Researching K-12 Teacher Leaders Enacting Anti-bias Mathematics Education
  5. Portland State University
  1. Rebekah Elliott
  2. https://www.linkedin.com/in/rebekah-elliott-a0314749/
  3. Associate Professor
  4. Collaborative Research: Developing and Researching K-12 Teacher Leaders Enacting Anti-bias Mathematics Education
  5. Oregon State University
  1. Ruth heaton
  2. Chief Executive Officer.
  3. Collaborative Research: Developing and Researching K-12 Teacher Leaders Enacting Anti-bias Mathematics Education
  4. Teachers Development Group
  1. Cathery Yeh
  2. Assistant Professor of Mathematics Education
  3. Collaborative Research: Developing and Researching K-12 Teacher Leaders Enacting Anti-bias Mathematics Education
  4. Chapman University
Public Discussion

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  • Icon for: Eva Thanheiser

    Eva Thanheiser

    Lead Presenter
    Professor
    May 9, 2022 | 03:17 p.m.

    Welcome! We are so excited you are here. We are in the first year of our project and welcome any question/comment/feedback and have some we posed to start discussion

    1. As we think about anti-bias mathematics professional development, what do we need to consider in the design and research? 
    2. What Insights can you provide on collaborative work with families and communities within district partnerships?  

    Please link to your own work if it is related so we can all learn with each other. 

     
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    Remy Dou
    Theodore Chao
  • May 11, 2022 | 10:40 a.m.

    (2) In my novice experience, (of one year, total...) it's been critical that as an instrument of research, I practice consistently handing the power and expertise to the families. I am ever aware of the power dynamics and want to consistently make sure that our families feel valued and see their role in shaping the project. I try to send emails reaffirming to the parents how our parent leaders' voices shaped the direction of our work. Also, it really helps us to have the university person communicating with the families be an insider, IE: parents of children in the district, in the same area if possible. 


    Question: I would love to hear more about your (planned?) parent/teacher community development. 

     
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    Remy Dou
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    Rebekah Elliott

    Researcher
    May 11, 2022 | 12:54 p.m.

    Tabatha,

    Thank you for your thoughts.  I appreciate your attention to the power dynamics between schools and families. Have you found research tools that have helped trace the connection and attention to power between schools and families?  We are in the midst of developing the design of the PD which will be ongoing over this next year as we engage in design research. 

     
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    Remy Dou
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    Rebekah Elliott

    Researcher
    May 11, 2022 | 12:55 p.m.

    Tabatha,

    Thank you for your thoughts.  I appreciate your attention to the power dynamics between schools and families. Have you found research tools that have helped trace the connection and attention to power between schools and families?  We are in the midst of developing the design of the PD which will be ongoing over this next year as we engage in design research. 

  • Icon for: Emmanuel Nti-Asante

    Emmanuel Nti-Asante

    May 10, 2022 | 09:26 a.m.

    This project is essential. One of the ways I have considered promoting anti-bias mathematics education is through debugging, socio-critical literacies, Social-design experiments, and ethnomathematics testimonios. I am happy to speak with you—all the best in this necessary pursuit. 
     
     
    Nti-Asante, E.(2022, April 21-24). STEM thinking in the cultural making: The case of a Ghanaian woodworker. [roundtable]. 2022 American Educational Research Association. DOI: 10.3102/IP.22.1885470
    https://aera22-aera.ipostersessions.com/Default.aspx?s=54-E6-1A-7E-41-27-38-66-14-8C-86-70-63-ED-DA-71

     
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    Remy Dou
  • Icon for: Cathery Yeh

    Cathery Yeh

    Co-Presenter
    Assistant Professor of Mathematics Education
    May 10, 2022 | 03:44 p.m.

    Thank you for sharing your article. Can't wait to read this piece and to connect soon. 

     
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    Remy Dou
    Theodore Chao
  • Icon for: Eva Thanheiser

    Eva Thanheiser

    Lead Presenter
    Professor
    May 10, 2022 | 11:32 a.m.

    Emmanuel thanks for stopping by we would love to connect!

  • Icon for: Gerald Knezek

    Gerald Knezek

    Higher Ed Faculty
    May 10, 2022 | 02:23 p.m.

    Hurrah for this project!  And hello from simEquity, also posted in the Video Showcase.  We are studying implicit bias in teachers through a simulator.

    Regarding: As we think about anti-bias mathematics professional development, I learned to love math (and later became a math major) long before school was on my horizon. I also had a middle school great math teacher that featured projects of local relevance beyond the textbook.

    My opinion: Parents and families are where the fear of math often begins; current teachers at the primary School level also have this aversion they unknowingly transmit.  So maybe professional development needs to focus on teachers at stages BEFORE students arrive at a certified math class.

    G. Knezek

     

     
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    Remy Dou
  • Icon for: Eva Thanheiser

    Eva Thanheiser

    Lead Presenter
    Professor
    May 10, 2022 | 09:25 p.m.

    I just checked out your video ... I would love to learn more about the simulation. I tried the online light version but I think I need to play with it more.

  • May 12, 2022 | 10:15 a.m.

    Hi Eva, This is an interesting project. We have measured dispositions toward math for a long time and they are always lower than everything else. That is an issue as math is the gatekeeper for so many other fields. There are modules within simSchool that focus on math as well as a way to create your own content. 

     
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    Remy Dou
  • May 11, 2022 | 06:12 p.m.

    This seems like very promising work! I have a couple of questions. First, I'm curious about how the anti-bias PD connects to the pedagogy or instructional activities in the classroom. Second, is the idea that these supports for teachers would work in a general sense, or are there certain kinds of instructional materials or curricula that are more appropriate for applying the anti-bias tools? Thanks!

     
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    Remy Dou
  • Icon for: Eva Thanheiser

    Eva Thanheiser

    Lead Presenter
    Professor
    May 12, 2022 | 11:04 a.m.

    Hi Patrik, thank you for your questions. Our approach is to work with what the teachers/students are already doing and build on that by incorporating the community into all aspects of education. I am sure there are curricula that vary though  (shout out to our books coming out this summer (link to one of the three https://us.corwin.com/en-us/nam/middle-school-m...). In another project (https://stemforall2022.videohall.com/presentati...) we are working on creating specific tasks that teachers can adjust. 

  • May 16, 2022 | 01:20 p.m.

    That's great. Thanks for sharing that resource!

  • May 11, 2022 | 10:52 p.m.

    Wow! I love this work and am so excited by the community and caretaker Math Studio. I see a lot of ways that these studios can position children and their caretakers as holders of math knowledge. I wonder if it might be helpful for the PIs to also have their own children present at the Math Studios, to show their own identities as parents as well as researchers. I also wonder about housing these Math Studios not in schools or classrooms, but in community spaces like playgrounds, houses of worship, or libraries that are open to all. 

     
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    Remy Dou
  • Icon for: Eva Thanheiser

    Eva Thanheiser

    Lead Presenter
    Professor
    May 11, 2022 | 10:55 p.m.

    Teddy what great ideas, thank you for sharing with us.

  • Icon for: Remy Dou

    Remy Dou

    Facilitator
    Assistant Professor
    May 11, 2022 | 10:58 p.m.

    My thoughts definitely resonate with many of the encouraging and positive comments above. I'm inspired by the work you and your team are carrying out, and I'm especially encouraged by your focus on creating frameworks and tools that curriculum developers can ado/apt. Given your work with K-12 student populations, I'm curious about how factors related to child development inform the guidelines and frameworks by which to consider the relevance of different topics. Similarly, I wonder whether the relevance to child development is not so much related to the topic as it is to students' learning experiences. 

    Thank you for your wonderful work and contribution to the video showcase!

     
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    Remy Dou
  • Icon for: Eva Thanheiser

    Eva Thanheiser

    Lead Presenter
    Professor
    May 12, 2022 | 11:07 a.m.

    Hi Remy, 

    By incorporating the Social Justice. we focus on different developmental levels of the students with respect to the topics.  Standards https://www.learningforjustice.org/frameworks/s...

     

     
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    Rhonda Christensen
  • Icon for: Harrison Pinckney

    Harrison Pinckney

    Facilitator
    Assistant Professor
    May 11, 2022 | 11:44 p.m.

    Considering some of the missteps that have been reported nationally around culturally insensitive Math curriculum, this project is timely and needed. I love the disruption of the curriculum to ensure bias is removed to provide a more welcoming learning environment for students. I appreciate that this project seeks to engage the students social network (e.g., parents) as well. Have you considered how to advance this concept further to address anti-racism? What potential do you see for this approach being embraced by other STEM disciplines.

  • Icon for: Eva Thanheiser

    Eva Thanheiser

    Lead Presenter
    Professor
    May 15, 2022 | 11:49 a.m.

    Hi Harrison, thank you for your questions. We are at the beginning of our work and are tackling the ideas of how to recognize our own biases and how to connect current curricula more to the students in the classroom. Questions like: What do we need to know about our students in the classroom and the community to even be able to create such tasks. We are also trying to learn from scholars of color who are already doing this work. thanks for pushing us!

  • Icon for: LaShawnda Lindsay

    LaShawnda Lindsay

    Facilitator
    Research Scientist
    May 12, 2022 | 01:18 p.m.

    Engaging historically marginalized students in mathematics is a critical topic. Can you share a little about how your anti-bias curriculum has helped to participation of this population.

    I am curious about the redesigned curriculum.  What did that process entail?  What new discoveries came out of this process?

  • Icon for: Eva Thanheiser

    Eva Thanheiser

    Lead Presenter
    Professor
    May 15, 2022 | 11:57 a.m.

    Hi LaShawnda,

     

    The idea is not to create an anti-bias curriculum but work with teachers to adapt their current curriculum with an anti-bias framework. To this end we are experimenting with frameworks  as well as the Social Justice Standards https://www.learningforjustice.org/frameworks/s.... We are just at the beginning. Would love to hear suggestions. 

  • May 17, 2022 | 12:18 a.m.

    Thank you for sharing your work. Your team's project is so impactful as it interweaves math, social justice, community, and anti-bias framework. I was curious about what your plan for the community-centered math studio looks like. The collaborative model sounds ambitious. :)

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