Blackness and the Pandemic: Critiquing the Mathematics Curriculum in a Large Urban City

Autor/inn/en	Ortiz, Nickolaus A.; Jessup, Naomi
Titel	Blackness and the Pandemic: Critiquing the Mathematics Curriculum in a Large Urban City
Quelle	In: Equity & Excellence in Education, 55 (2022) 4, S.357-370 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-5684
DOI	10.1080/10665684.2022.2076783
Schlagwörter	COVID-19; Pandemics; Urban Areas; Mathematics Curriculum; Mathematics Instruction; Kindergarten; Elementary Secondary Education; African American Community; Racial Differences; Social Differences; Death; Hospitals; Data Analysis; Culturally Relevant Education; Teaching Methods; Standards; Professional Autonomy; African American Students; Child Care; School Closing; Statistics Education; Georgia (Atlanta) + Suchen Sie Ihr Suchwort? Urban area; Stadtregion; Mathematics lessons; Mathematikunterricht; Rassenunterschied; Sozialer Unterschied; Sterbefall; Tod; Todesfall; Krankengymnast; Krankenhaus; Auswertung; Teaching method; Lehrmethode; Unterrichtsmethode; Standard; Berufsfreiheit; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Kinderfürsorge; Kinderbetreuung; School closings; Schule; Schließung; Schließung (von Schulen)
Abstract	The COVID-19 pandemic brought booming economies, seemingly world-class health care systems, educational infrastructures, and the lives and well-being of nations to a complete standstill. Georgia was one of the few states that released their Shelter-in-Place order early, while reports suggest that Black communities have disproportionally higher rates of deaths and hospitalizations. What mathematics would allow students to critically examine the data shared and other data reported about the COVID-19 pandemic? In this essay, we apply a culturally relevant pedagogical (CRP) lens to examine the mathematics curriculum taught in K-12 schools before and during the COVID-19 pandemic. Specifically, we consider the shortcomings of the curriculum given the impact of the pandemic on Black communities in Atlanta, Georgia, and the barrage of statistics used to inform their lives. We consider how to look at mathematics curriculum through a CRP lens and what that means in terms of the scope of standards that are being addressed and the flexibility for teachers to have autonomy to go beyond the prescribed curriculum. Two concentration areas are addressed, and they highlight how to use a CRP lens for secondary and elementary mathematics relevant to our local context in ways that envision how mathematics curriculum can support Black children moving forward. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01