Session on Math & Social Justice at the Joint Math Meetings in San Francisco

[Dave Kung]

At last year’s joint meetings, there was a summit of people interested
in how issues of mathematics, diversity, equity and social justice
intersect. We’re running a contributed paper session in San Francisco
this January and would love to have your contributions. We tried to
cast the net broadly (see the description below for more.) To submit
an abstract electronically, go to http://www.ams.org/cgi-bin/abstracts/abstract.pl
and select the San Francisco meeting. The deadline for abstracts is
fast approaching (Sept. 22nd).

We look forward to your contributions!

dave

Mathematics, Equity, Diversity, and Social Justice
Friday morning
Patricia Hale, California State Polytechnic University Pomona, Shandy
Hauk, University of Northern Colorado, Dave Kung, St. Mary's College,
Maryland.

Papers presented at this session address topics at the intersection of
mathematics teaching and learning and the myriad issues of equity,
diversity, and social justice. Papers are sought that address one or
more of the following: developing college mathematics curricula that
focus on social justice issues; preparing K-20 teachers to teach
mathematics equitably to diverse populations; bringing issues of
social justice into the mathematics classroom; designing or
implementing programs that address issues of equity in mathematics;
reviewing policies in various mathematical communities (e.g., school,
undergraduate, or research mathematics) that interact with issues of
social justice and equity. Potential topics for a paper submitted to
this session include: Lessons learned about implementing and
maintaining an Emerging Scholars Program; Defining social justice and
mathematics - what it looks like and what the goals are; Culturally
responsive college mathematics curriculum and instruction; Equity in
the design of mathematics assessments. Proposals are sought from
mathematicians, mathematics education researchers, and mathematics
educators, including those involved with K-20 instructional
professional development and those who can inform a national audience
about current endeavors (e.g., The Algebra Project; the Math for
Social Justice Group).