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Mathematical Sciences Research Institute

Home » Critical Issues in Mathematics Education 2020: Today’s Mathematics, Social Justice, and Implications for Schools

Workshop

Critical Issues in Mathematics Education 2020: Today’s Mathematics, Social Justice, and Implications for Schools March 11, 2020 - March 13, 2020
Registration Deadline: March 13, 2020 4 months from now
To apply for Funding you must register by: December 11, 2019 29 days from now
Parent Program: --
Series: Critical Issues
Location: MSRI: Simons Auditorium, Baker Board Room, Atrium
Organizers Meredith Broussard (New York Unviersity), Victor Donnay (Bryn Mawr College), Courtney Ginsberg (Math for America), Luis Leyva (Vanderbilt University), Chris Rasmussen (San Diego State University), LEAD Katherine Stevenson (California State University, Northridge), William Tate (Washington University in St. Louis)
Description
Sophisticated computational and quantitative techniques drive important decision-making in modern society.  Such methods and algorithms are meant to improve the efficiency with which we work and the ways in which we live.  An understanding of the mathematical underpinnings of these techniques can be used either to disrupt or to perpetuate inequities, and thus such knowledge constitutes power in the modern world. How does this powerful knowledge get used for the common good and get passed on to our children equitably? What does it imply about the kinds of mathematical skills, practices, and dispositions students should learn in schools, colleges, and universities? Three guiding questions: 1. What are the major areas where computational and quantitative methods have influence, and what does work in these areas imply for mathematics and the mathematics community? Gerrymandering and apportionment Recruitment, enrollment, and retention decision making to drive “academic efficiency” (e.g., Student data analytics to inform access to academic programs and classes) Sentencing, bail, and parole (e.g., artificial intelligence based models used by judges) Systems that guide policing, driving, and medical decisions (e.g., artificial intelligence & visual recognition systems in investigations, navigation, treatment options, drug development) Efficiency and pricing via online systems (e.g., surge pricing , routing algorithms) Determination of loan or insurance terms Surveillance of email, mail, phone, online trace (e.g., Hong Kong, China, England, US) 2. What are the social justice and educational equity implications of mathematical work in these areas? Who is impacted and how are traditionally underserved communities disproportionately and negatively impacted?  What are the human capital development implications? Who gets access to these methods? What current and historical inequities is this work exposing or perpetuating?  How do computational systems impact privacy and social/political movements? (Surveillance dampens free speech while social media facilitates grassroots action.) How might negative impacts of computational and quantitative methods be countered? Can we use these methods to design for social good? 3. In light of the above, what are the implications for the mathematical knowledge, skills, and ways of interacting to be developed in schools? What might society, as well as specific communities and families, want children to learn in school and students to learn in colleges and universities? What mathematics is important for educators to nurture in order to build a more just society?  How might the enactment of different pedagogical approaches  (e.g., problem-based learning, inquiry based approaches, culturally responsive pedagogy,  flipped classrooms) either broaden or limit opportunities for equitable quantitative and computational learning?  How might various technologies and digital tools be used to promote equitable student learning of computational techniques and concepts?  What are the implications for teacher preparation at the elementary, secondary, and postsecondary levels of mathematics education?   
Keywords and Mathematics Subject Classification (MSC)
Primary Mathematics Subject Classification No Primary AMS MSC
Secondary Mathematics Subject Classification No Secondary AMS MSC
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To apply for funding, you must register by the funding application deadline displayed above.

Students, recent Ph.D.'s, women, and members of underrepresented minorities are particularly encouraged to apply. Funding awards are typically made 6 weeks before the workshop begins. Requests received after the funding deadline are considered only if additional funds become available.

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MSRI has a preferred rates at the Hotel Shattuck Plaza, depending on room availability. Guests can call the hotel's main line at 510-845-7300 and ask for the MSRI- Mathematical Science Research Institute discount. To book online visit this page. Click on "Promo/Corporate Code" at the top of the page and enter the code MSRI (this code is not case sensitive).

MSRI has preferred rates at the Graduate Berkeley, depending on room availability. Reservations may be made by calling 510-845-8981. When making reservations, guests must request the MSRI preferred rate. Enter in the Promo Code MSRI (this code is not case sensitive).

MSRI has preferred rates at the Berkeley Lab Guest House, depending on room availability. Reservations may be made by calling 510-495-8000 or directly on their website. Select "Affiliated with the Space Sciences Lab, Lawrence Hall of Science or MSRI." When prompted for your UC Contact/Host, please list Chris Marshall (coord@msri.org).

MSRI has a preferred rates at Easton Hall and Gibbs Hall, depending on room availability. Guests can call the Reservations line at 510-204-0732 and ask for the MSRI- Mathematical Science Research Inst. rate. To book online visit this page, select "Request a Reservation" choose the dates you would like to stay and enter the code MSRI (this code is not case sensitive).

Additional lodging options may be found on our short term housing page.

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