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Reparations: A Real World Context for Modeling with Mathematics

Reparations: A Real World Context for Modeling with Mathematics. California Mathematics Council Southern Section Conference Palm Springs California November 1, 2013 Kyndall Brown Executive Director California Mathematics Project Carolee Huratdo Director UCLA Mathematics Project.

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Reparations: A Real World Context for Modeling with Mathematics

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  1. Reparations: A Real World Context for Modeling with Mathematics California Mathematics Council Southern Section Conference Palm Springs California November 1, 2013 Kyndall Brown Executive Director California Mathematics Project CaroleeHuratdo Director UCLA Mathematics Project

  2. Overview • Equity in Mathematics Education • Culturally Relevant and Responsive Education • Common Core Standards-Modeling • Reparations • Definition • Timeline • Examples • Calculating Reparations for African-Americans

  3. NCTM Principles and Standards for School Mathematics (2000)Equity Principle Excellence in mathematics education requires equity-high expectations and strong support for all students Equity requires high expectations and worthwhile opportunities for all Equity requires accommodating differences to help everyone learn mathematics Equity requires resources and support for all classrooms and students

  4. NCSM PRIME Leadership Framework (2008) Equity Principle Every teacher addresses gaps in mathematics achievement expectations for all student populations Every teacher provides each student access to relevant and meaningful mathematics experiences Every teacher works interdependently in a collaborative learning community to erase inequities in student learning

  5. Economically Disadvantaged Not Economically Disadvantaged California MathPercentages of Economically Disadvantaged & Not Economically Disadvantaged Students Scoring at Proficient and Above, 2010

  6. Culturally Relevant and Responsive Teaching (Gay, 2000) A very different pedagogical paradigm is needed to improve the performance of underachieving students from various ethnic groups-one that teaches to and through their personal and cultural strengths, their intellectual capabilities, and their proven accomplishments. Culturally responsive teaching is that kind of paradigm.

  7. Culturally Relevant and Responsive Education • Empowering students to achieve scholastically without abandoning their culture • Using cultural referents as aspects of the curriculum • Developing relationships with students

  8. CRRE and Equity Equity does not mean that every student should receive identical instruction. Instead, equity demands that responsive accommodations be made as needed to promote equitable access, attainment, and advancement in mathematics education for each student-(Aguirre, Mayfield-Ingram, Martin, 2013)

  9. Characteristics of Culturally Relevant and Responsive Teaching in Mathematics (Jones, 2004)

  10. Classroom Atmospheres that Provide Equitable Learning Environments for All Students(Jones, 2004)

  11. Culturally Relevant and Responsive Pedagogy in Mathematics • Moses (2001)-Algebra as a civil right experiential based mathematics, mathematical literacy • Gutstein(2006)-Using mathematics to “read and write the world”, social justice lessons • Frankenstein (1997)-Ethnomathematics:using cultural referents to teach mathematics

  12. CaCCSS-M Standards for Mathematical Practice 1. Make sense of problems and persevere in solving them 2. Reason Abstractly and Quantitatively 3. Construct Viable Arguments and Critique the Reasoning of Others 4. Model With Mathematics 5. Use Appropriate Tools Strategically

  13. CaCCSS-M Standards for Mathematical Practice 6. Attend to Precision. 7. Look for and Make Use of Structure. 8. Look for and Express Regularity in Repeated Reasoning.

  14. Standard for Mathematical Practice #4 Model with Mathematics Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.

  15. Mathematical Modeling

  16. Reparations The making of amends for wrong or injury done; compensation in money, material, labor, etc., payable by a defeated country to another country or to an individual for loss suffered during or as a result of war.

  17. Reparations Timeline • 1865 Special Field Order Number 15 • Issued by General William Tecumseh Sherman providing forty-acre tracts of captured land for 40,000 former slaves • 1866 Congress passes the Southern Homestead Act to provide freedmen with land in Southern states at a cost of $5 for eighty acres

  18. Reparations Timeline • 1867 Representative Thaddeus Stevenson proposes H.R. 29, a slave-reparations bill which promises each freed adult male slave forty acres and $100 to build a dwelling • 1989 Representative John Conyers proposes H.R. 3745 to form a commission to study reparations for American slavery.

  19. Reparations Timeline • 1994 Florida agrees to pay $2.1 million in reparations to the survivors of the 1923 Rosewood massacre • 1995 The Ninth Circuit Court of Appeals rules in Cato v. United States, holding that the claim for $100 million in reparations and an apology for slavery lack a legally cognizable basis

  20. Reparations Timeline • 1999 Representative Conyers proposes H.R. 40 seeking a formal apology for slavery and providing for a commission to study reparations. • 2000 Representative Tony Hall proposes H.R. 356, a formal resolution to acknowledge and apologize for slavery

  21. Reparations Timeline • 2009 Senator Mary Landrieu sponsors S.R. 39 apologizing for the victims of lynching and the descendants of those victims for the failure of the Senate to enact anti-lynching legislation

  22. H. R. 40Findings • Congress finds that • The institution of slavery was constitutionally and statutorily sanctioned by the government of the US from 1789 through 1865 • The slavery that flourished in the US constituted an immoral and inhumane deprivation of Africans’ life, Liberty, African citizenship rights and cultural heritage, and denied them the fruits of their own labor

  23. House Resolution 40Findings • Congress finds that • Sufficient inquiry has not been made into the effects of the institution of slavery on living African-Americans and society in the US

  24. House Resolution 40Purpose • The purpose of this act is to establish a commission to • Examine the institution of slavery, including the extent to which the Federal and State Governments supported the institution of slavery • Examine discrimination against freed slaves and their descendants from the Civil War to the present

  25. House Resolution 40Purpose • The purpose of this act is to establish a commission to • Examine the lingering negative effects of the institution of slavery and discrimination on living African-Americans and on Society in the US • Recommend appropriate remedies in consideration of the commissions findings

  26. Examples of Reparations

  27. Japanese Americans 110,000 people Interned for 4 years, land confiscated $20,000 per survivor $1.2 billion total

  28. How Should Reparations be Determined? Given the examples of reparations that have been paid in the past: What amount and/or form should reparations take? What assumptions will you make? What calculations will you perform?

  29. Traces of the Trade http://www.democracynow.org/2013/10/30/filmmaker_uncovers_her_familys_shocking_slave

  30. The United States’ Debt Owed to Black People What does America owe Native Americans and Black people? What is the current worth of America? Or Count the stars in all of the galaxies and multiply in dollars by 100 billion, For a reflective start -Haki R Madhubuti

  31. Reflection Questions What mathematics did you use to come up with your answer? What Standards for Mathematical Practice did you use to come up with your answer? What are the language demands of this task? How would you engage your students in this task?

  32. Comments/Questions

  33. Creating Balance in an Unjust World A conference for mathematics and social justice January 17-19, 2014 at University High School (Los Angeles) www.creatingbalanceconference.org

  34. Kyndall Brown kyndallb@math.ucla.edu www.cmpso.org (310) 794-9885 CaroleeHurtado koehn@gseis.ucla.edu www.uclamathproject.org (310) 206-7351

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