Berlin and Berry

Access and Equity

  • Promoting High-Quality Mathematics

    • Edited by Sandra Crespo, Sylvia Celedón-Pattichis, Marta Civil

    • Focus: Grades 3-5

    • Published by the National Council of Teachers of Mathematics (NCTM)

Introduction

  • Authors: Sandra Crespo, Sylvia Celedón-Pattichis, Marta Civil

    • Sandra Crespo: Michigan State University

    • Sylvia Celedón-Pattichis: University of New Mexico

    • Marta Civil: The University of Arizona

    • Series and foundational principles based on NCTM 2014 principles.

Chapter 1: Confronting the Lies I Tell Myself

  • Authors: Rebekah Berlin, Robert Q. Berry III (University of Virginia)

Reflecting on Identity and Teaching

  • Berlin describes her initial teaching experiences as a white middle-class woman in a low-income black community.

  • Encounter with students regarding hair highlighted her lack of awareness of cultural implications.

  • Contrast of two experiences:

    • Comfort in her ignorance regarding cultural backgrounds vs. fear of her ignorance in mathematics knowledge.

Commitment to Access and Equity

  • Illustrations of productive vs. unproductive beliefs regarding access and equity:

    • Productive belief: mathematical success is based on opportunity and effort, not innate intelligence.

    • Unproductive belief: mathematics learning is independent of culture, conditions, and language.

  • Community input is crucial for awareness and addressing unproductive beliefs.

Funds of Knowledge

  • Definition: recognizing and utilizing students’ familial, cultural, and experiential backgrounds as educational resources.

  • Teachers should engage with communities to identify and support diverse knowledge sources.

  • Importance of unpacking both curriculum/instruction and personal identity for effective teaching.

Self-Examination and Beliefs

  • Importance of self-examination for educators in holding productive beliefs about schooling.

  • Need for educators to commit to changes:

    • Responsibility to promote access and equity.

  • Berlin shares strategic processes for confronting personal and pedagogical lies to empower students.

Lies and Their Countering Truths

  1. Lie: "I'm so sorry. I didn't even know..."

    • Truth: Educators have the responsibility to learn about their students’ backgrounds and contexts.

  2. Lie: "It's not an ideal outcome, but I did the best I could..."

    • Truth: Educators must recognize that all students can learn and it’s their responsibility to figure out how to support each student.

  3. Lie: "We can only expect so much, given their home situation..."

    • Truth: All families desire success for their children; it’s crucial to build partnerships for student support.

Accountability Practices

  • Advocated strategies:

    • Record and analyze teaching practices for real-time feedback and self-improvement.

    • Monitor and ensure equitable cognitive engagement among students through systematic checks.

    • Foster high expectations while providing scaffolded support.

    • Address gaps in foundational knowledge with tailored instructional strategies.

Building Authentic Relationships

  • Importance of Relationships: Developing trust with families through transparency and communication.

    • Regular updates and inviting parental involvement show commitment to student success.

    • Acknowledgment of community context enhances teaching efficacy.

Reflective Practice and Future Actions

  • The chapter concludes with prompts for self-reflection:

    • Identify personal teaching truths and lies.

    • Analyze the effects of these beliefs on student learning.

    • Develop accountability systems to challenge unproductive practices.