TODOS 2016 Ensuring Equity and Excellence in Mathematics for ALL | Page 43
Mathematics Education Through the
Lens of Social Justice:
Acknowledgment, Actions, and Accountability
A joint position statement from the
National Council of Supervisors of Mathematics and
TODOS: Mathematics for ALL
Our Position
The National Council of Supervisors of Mathematics (NCSM) and TODOS: Mathematics for ALL (TODOS) ratify
social justice as a key priority in the access to, engagement with, and advancement in mathematics education for our
country’s youth. A social justice stance requires a systemic approach that includes fair and equitable teaching practices,
high expectations for all students, access to rich, rigorous, and relevant mathematics, and strong family/community
relationships to promote positive mathematics learning and achievement. Equally important, a social justice stance
interrogates and challenges the roles power, privilege, and oppression play in the current unjust system of mathematics
education—and in society as a whole.
NCSM and TODOS understand that moving forward with social justice demands change in institutional structures,
teaching and learning environments, community engagement practices, and individual actions. Incremental approaches
to address urgent calls for action have made little difference in how many children experience mathematics in
our nation’s schools. This is repeatedly documented by the disparities in learning opportunities and outcomes in
mathematics education based on race, class, culture, language, and gender. Immediate and transformative change is
necessary. These changes must occur in multiple settings and at multiple levels including classrooms, district offices,
school boards, universities, legislatures, and communities.
Three components are needed for a just, equitable, and sustainable system of mathematics education for all children.
There must be acknowledgment of the unjust system of mathematics education, its legacy in segregation and other
forms of institutional systems of oppression, and the hard work needed to change it. The actions taken must be driven
by commitments to re-frame, re-conceptualize, intervene, and transform mathematics education policies and practices
that do not serve to promote fair and equitable mathematics teaching and learning. And there must be professional
accountability to ensure these changes are made and sustained. This is the challenge and work of social justice in
mathematics education to do right by our children and move forward together.
What Is Social Justice in
Mathematics Education?
To view the joint position statement published by TODOS and the National Council of Supervisors of Mathematics
(NCSM) in it's entirety vist our webpage at: http://www.todos-math.org/socialjustice.
NCSM • TODOS
mathedleadership.org • todos-math.org
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