|Registration Deadline:||March 13, 2020 15 days ago|
|To apply for Funding you must register by:||January 11, 2020 3 months ago|
|Location:||MSRI: Simons Auditorium, Baker Board Room, Atrium|
- Nathan Alexander (Morehouse College)
- Hyman Bass (University of Michigan)
- Kate Belin (Fannie Lou Hamer Freedom High School)
- Catherine Buell (Fitchburg State University)
- Lincoln Chandler (Chandler Decision Services)
- Sharon Collins (New Heights Academy Charter School)
- David Daley (FairVote)
- Victor Donnay (Bryn Mawr College)
- David Eisenbud (MSRI - Mathematical Sciences Research Institute)
- Sage Forbes-Gray (Sunset Park High School)
- Courtney Ginsberg (Math for America)
- Lisa Goldberg (University of California, Berkeley)
- Rico Gutstein (University of Illinois at Chicago)
- Estrella Johnson (Virginia Polytechnic Institute and State University)
- Sendy Keenan (Frederick Douglass Academy)
- Lily Khadjavi (Loyola Marymount University)
- Saber Khan (Processing Foundation)
- Christine Marshall (MSRI - Mathematical Sciences Research Institute)
- Wesley Pegden (Carnegie Mellon University)
- Candice Price (Smith College)
- Chris Rasmussen (San Diego State University)
- Daniel Reinholz (San Diego State University)
- Padmanabhan Seshaiyer (George Mason University)
- Katherine Stevenson (California State University, Northridge)
- William Tate (Washington University in St. Louis)
- Jakita Thomas (Auburn University)
- Nicol Turner Lee (The Brookings Institution)
***Due to the COVID-19 virus outbreak, the Critical Issues in Mathematics Education 2020 workshop will no longer be held onsite at MSRI***
On March 12 and March 13, portions of the Critical Issues in Mathematics Education 2020: Today’s Mathematics, Social Justice, and Implications for Schools workshop will be streamed online via Zoom. Only the talks below will are scheduled at this time. Further talks may be scheduled at a later date, and you will be notified when we know more.
Please see the schedule below, as well as links to the two sessions.
Thursday 3/12: Starting at 9am PST (noon eastern time)
9:00 - 9:10 Welcoming remarks
9:10 - 9:15 Introduction to CIME 2020 plan and speaker David Daley
9:15 - 9:55 David Daley, Why Your Vote Doesn't Count
9:55 - 10:00 Kate Stevenson, introduction of activity
10:00-10:30 Mathical Book Prize Announcement
Join by phone:
US: +1 669 900 6833 or +1 929 436 2866
Webinar ID: 833 010 028
Friday 3/13: Starting at 9am PST (noon eastern time)
9:00 - 9:05 Introduction of speaker Wesley Pegden
9:05 - 9:45 Wesley Pegden, Bringing Mathematics to the Courtroom
9:45 - 10:00 Q&A
Join by phone:
US: +1 669 900 6833 or +1 929 436 2866
Webinar ID: 359 902 928
A formal Notice of Change letter is available here, which can be shared with your institution, funding agency, and others.
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:
- 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)
- 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?
- 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?
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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Additional lodging options may be found on our short term housing page.
Mar 12, 2020
Mar 13, 2020