In the United States, our relationship with math learning is in a dire state. Shockingly, in 2022, only 26 percent of all eighth grade students scored proficient or above in mathematics. This statistic becomes even more alarming when we see that only 9 percent of Black eighth-graders are at a proficient level or above. This concerning reality sheds light on the urgent need for change.
As a Black male educator based in northeast Denver, I have witnessed firsthand the negative outcomes of disengagement and poor learning experiences in math classrooms. The absence of access to high-quality math instruction not only impacts students’ confidence and learning abilities but also perpetuates deficit mindset thinking, particularly within the Black community.
Curious about how others perceived their math learning journeys, I took to social media to inquire about people’s experiences. The responses I received were disheartening:
“I have dyscalculia… When I was in the 3rd grade, my teacher yelled at me and said, ‘How do you not understand this yet?!’ She then proceeded to call me dumb in front of the whole class and I just cried because I felt defeated.”
“Excelling in one area and struggling in the other made me feel like something was wrong with me.”
“I came to my geometry teacher at lunch for help and he told me that I was just wasting his time. He said I couldn’t do it.”
These testimonials are not isolated incidents; they are reflective of a larger issue affecting Black individuals within my community. This unacceptable situation largely stems from the neglect of the educational system and educators in prioritizing math education within the Black community. Offering our children, especially those who are most marginalized, a robust math education can be empowering. Thus, I have made it my personal mission to transform students’ mindsets from deficit to asset-oriented to shape a brighter future for them.
Building Strong Foundations in the Community
Growing up in northeast Denver, a region rich in Black heritage, I have observed initiatives like the Denver Public Schools Board of Education’s Black Excellence Resolution unfold. Although progress has been made, there is still much to accomplish in terms of student learning outcomes. The overarching issue of Black students facing disproportionate disciplinary measures and insufficient academic achievements persists, mirroring a national trend.
This pattern deeply resonates with me as I have personally navigated through the educational system as a Black child and now witness its impact on Black students and their families as an educator and parent. Implicit biases among educators often lead to lowered expectations for Black students, particularly in math subjects. These biases manifest in underestimating the capabilities of Black students and providing minimal support and encouragement. Consequently, students internalize these low expectations, setting the stage for self-fulfilling prophecies where they perform according to these presumptions.
Furthermore, the prevalence of implicit biases in discipline systems upholds racial prejudices and inequalities that detrimentally impact Black students’ math learning journeys. This perpetuates racial biases and injustices, resulting in lost learning opportunities and diminished academic engagement in critical subjects like math that require consistent practice.
To navigate these challenges, positive engagement from parents with their children’s math education proves to be a vital protective factor against the adverse effects of trauma, fostering resilience and academic success. However, generational trauma among parents and families often complicates this involvement.
I frequently encounter situations where my eighth-grade students face difficulties with homework assignments due to their parents’ lack of understanding or resources to assist them. Parents grappling with their own trauma tend to perpetuate negative, deficit-based mindsets in themselves and their children, attributing struggles to simply not being “math people.” Rather than letting students drown in a system that reinforces harmful biases and stereotypes impacting their learning, I strive to engage them through an asset-based approach that supports both students and their families.
Fostering a Growth Mindset
Educational systems that fail to cultivate joy and inclusivity in classrooms perpetuate biases that view students through negative, stereotypical lenses. Establishing positive norms and community agreements proves crucial in upholding a standard of excellence for both students and educators, providing the groundwork for students to thrive.
I recall working with a resilient Black girl in my classroom who exhibited fearlessness and assertiveness yet struggled with belief in her math abilities. Her pursuit of perfectionism often hindered her from engaging in the work despite facing significant personal challenges that caused frequent school absences. Recognizing her innate potential as a math scholar, I encouraged her to embrace mistakes, ask questions, and find motivation in challenging tasks. This shift in mindset enabled her to view mistakes as opportunities for growth. With newfound confidence and curiosity, she tackled difficult problems and eventually thrived.
This summer, I had the pleasure of meeting her at our Juneteenth celebration after her freshman year in high school. Grateful for the support she received, she shared her successes with me and expressed her appreciation for helping her believe in her abilities. Today, she is flourishing and on a promising path in behavioral health, demonstrating the transformative power of support, resilience, and belief in one’s potential.
Conversely, another student, a charismatic Black boy in my class, faced challenges in math and schooling in general. While he qualified for additional support services, I questioned the adequacy of the assistance he was receiving. Understanding his behaviors as calls for help rather than disruptions, I became a trusted adult, mentor, and teacher for him.
Implementing one-on-one sessions allowed him to engage effectively with challenging tasks, such as transformations in the coordinate plane and operations with scientific notation, that previously posed difficulties. Regular check-ins throughout the day provided consistent support, guidance, and encouragement as he worked to overcome ingrained habits. Despite transferring to another school mid-year, I remain hopeful that he felt empowered to apply his learnings in his new educational environment.
These experiences highlighted the complexity of teaching and the importance of acknowledging that not every challenge can be resolved. Nevertheless, the effort remains essential, and empowering students to take ownership of their math learning is crucial in dispelling preconceived notions about their capabilities.
Math Literacy as a Tool for Liberation
Looking ahead, it is imperative to recognize math as more than a numerical discipline. It serves as a vessel for nurturing growth mindsets, promoting collaboration, and inspiring innovation, ultimately equipping students with the skills to navigate and shape a dynamic world.
In northeast Denver, amidst adversities and achievements, I remain steadfast in my commitment to this cause. Teaching is not just a job for me; it is a passion that drives me to create a classroom environment centered on relationships, joy, and a sense of belonging as fundamental elements of high-quality math education. I prioritize the individual behind the student, showing up consistently each day to reassure students that it is acceptable to be themselves, that they are valued, and that they should never apologize for who they are.
It is vital to shed light on the multifaceted challenges our students encounter inside and outside the classroom—from poverty and chronic absenteeism to violence. Addressing these issues requires leveraging math as a tool for liberation, eliminating barriers that hinder success and nurturing an environment where every student has the opportunity to flourish.
Now more than ever, I urge my fellow educators to collaborate with our communities and reconstruct systems to uplift our children. As Bob Moses, founder of the Algebra Project, famously remarked, “Math literacy will be a liberation tool for people trying to get out of poverty and the best hope for people trying not to get left behind.”
This essay serves as a call to action, a reflection of my journey, and an invitation to all who recognize the transformative potential of math education. Together, let us forge a path where mathematical thinking is celebrated, and every student can confidently proclaim, “I can, and I will.”
