Math and Diversity Course Syllabus

John Tapper Ph.D.

St. Edmunds Hall 314
john.r.tapper@gmail.com
Office hours by Monday-Thursday 1:00-3:00 and by appointment

COURSE DESCRIPTION
Mathematics can sometimes appear to be an analytic tool the lives entirely in the world of
logic. However, math must be done by human beings and so the work of mathematics can take
on endless variety. In Math and Diversity we will explore the many human factors that approach
the ways people learn to think mathematically, and to think about mathematics.
We will explore the influence of social constructs such as race, ethnicity, and socio-
economic status on math learning. Well look at the way cognition can influence approaches to
teaching and learning math, particularly for those students who struggle. Our goal will be to
build an understanding of the many ways that students can approach math in order to facilitate
success for all learners.

COURSE OBJECTIVES
In this course students will:
demonstrate knowledge of models for understanding number and operations, as per Practice
Standards for Mathematics in the Common Core;
reflect on, and broaden mathematical learning, particularly in reference to ethnomathematics
and practices that are linked to cultural or social expectations;
create a framework techniques, skills, concepts, and dispositions - for teaching mathematics;
learn evidence-driven assessment techniques;
identify the essential elementary mathematics content as described in Common Core Standards.

REQUIRED TEXTS
Tapper, J. (2012). Solving for why: Understanding, assessing, and teaching students who
struggle with math, Grades K-8. Sausalito, Calif: Math Solutions.

Boaler, J. (2016). Mathematical mindsets: Unleashing students' potential through creative math,
inspiring messages, and innovative teaching.

WEB SITES
Common Core State Standards for Mathematics http://www.corestandards.org/Math/Practice/
National Council of Teachers of Mathematics (NCTM) http://www.nctm.org

COURSE EXPECTATIONS
This is a course for future professionals. As such, I have similar expectations to those I have for
colleagues working in the schools. I expect you to come to class with your best thinking, a
professional attitude for working with your colleagues (classmates), and some attention to details
 (like getting your work in on time and completed at the college level).
You will be working extensively with mathematics materials, conducting mathematical
investigations, and engaging in discussions about mathematical understanding. You must
attend class and participate fully to fulfill the course expectations. Therefore, you are
expected to attend all sessions, including those conducted online. An excused absence
can only be considered in cases of emergency and should, when humanly possible, be
discussed with me before the absence. Absences require make-up work. Failure to
complete this work will affect your final grade.
You are expected to complete course readings. There will be quizzes and activities on readings,
so it's in your interest to come prepared.
You will be expected to participate meaningfully in class. This means that you contribute to
discussions and that you prepare assignments on time. The group suffers when some participants
come to class unprepared.
Writing needs to reflect work at the graduate level. Consistent errors in grammar, punctuation, or
usage will be returned for editing. You may turn in a piece twice (making revisions each time). If
your writing needs work, I'll help you connect to University resources for writing. The final work
for this class, though, must reflect writing at the college level.

COURSE ASSIGNMENTS

Course Evaluation Notes

Autobiographical Math Reflection 20 points

Students will write a short piece on their own experiences with learning mathematics, and how language
and culture influenced the way they learned.

Interview with an English Language Learner 25 points

Students will interview an English Language Learner about their experience with mathematics in their
own culture. They will reflect on cultural differences in math learning and the impact of learning math
while learning English.

Lesson Review/Revision 25 points

Students will take a lesson from a published curriculum (These are available in the Math Lab) and modify
it for greater access. A reflection on this process is part of the assignment.

Clinical Interview 30 points

Candidates will interview a student to create theories about the students understanding of a key math
concept. Suggestions for instruction will be included in this analysis.

Participation 15 points

One point is earned for every class attended and is prepared either in person or online (When we have
online classes).

Total 115 points

Course Schedule
August 28
No class. In preparation for next week:
Introduction in Solving for Why and Part 1 of The Problem We All Live With (This American Life
Podcast)
September 4
Culture and Context A Framework for Learning Math
Homework: Introduction and Chapter 1 from Mathematical Mindsets.
Part II of The Problem We All Live With
September 11
Our own story the culture and context of our own math learning
Homework: Chapters 2 and 3 in Mathematical Mindsets
Due on September 18: Autobiographical Math Reflection
September 18
Collecting Math Autobiographies
How math is taught (and isnt) in America (using conceptuous numbers)
Homework: Mathematical Mindsets Chapter 4
Read Math and Equity article from NCTM
September 25
Ethnomathematics mathematic from other cultures.
Homework: Group presentations (2-3 people) on an article from Ethnomathematics and Mathematics
Education (Conference Proceedings)
Interviewing International Students (about their math learning experiences). This will form the basis of
the second assignment.
Homework: Mathematical Mindsets Chapter 6
Due on October 2: Interview with an English Language Learner
October 2
Collect Interviews
Instruction with ELLs
Homework: Mathematical Mindsets Chapters 7 and 9
Take at least one Implicit Association Test (IAT) online
October 9
Bias what it is, how we might manage it
Our attitudes about students who struggle.
Homework: Curriculum Review Review ONE mathematics curriculum with 2 or 3 colleagues. Prepare
a presentation on that curriculum to share on October 23
October 16 Fall Break
October 23
Share curriculum reviews
Formative assessment (and probes)
Homework: Read Chapters 2, 3 in Solving for Why
October 30
Providing access for all students (universal design)
Homework: Read Chapter 7 in Solving for Why
Due on November 6: Lesson Revision/Reflection
November 6
Collect Lesson Revision/Reflections
Cognitive Struggles with Math
Mathematical Struggles
Homework: Read Chapter 8 in Solving for Why
November 13
Lessons and Lesson Plans using Main Lesson and Menu for all learners
High Leverage Concepts
Homework: Read Models for Menu (posted on the All Learners site)
Bring in a lesson with all four parts to share with colleagues
November 20 online class
Read Chapter 6 in Solving for Why
Watch online interviews (See posting on the class blog for these)
Post reactions to these interviews on the class discussion board. Respond to posts of others.
November 27
Clinical Interviews (technique and simulation)
Homework: Read Interviewing in Mathematics Education Research: Choosing the Question
December 4
Preparing for clinical interviews using the HLCs to help focus
Homework: Conduct a clinical interview
Due on December 11: Clinical Interview
Since classes end on December 8th, these will be due electronically.