Our relationship with math learning is severely damaged in this country. In 2022, only 26 percent of all eighth grade students scored at or above proficiency level in math. Even more worrying is that only 9 percent of black eighth graders are at a competent level or higher.
As an African American educator in Northeast Denver, I have seen firsthand the results of a lack of engagement and learning in math classrooms. Lack of access to high-quality math instruction can impact students' confidence and ability to learn math concepts and perpetuate deficit mentalityespecially within the black community.
One day, out of curiosity, I asked my facebook community about their math learning experiences and many expressed negative feelings. Some people commented:
“I have dyscalculia… When I was in third grade, my teacher yelled at me and said, ‘How come you don’t understand this yet? ’ Then she called me stupid in front of the whole class and I cried because I felt defeated.”
“Excelling in one area and struggling in another made me feel like there was something wrong with me.”
“I went to my geometry teacher at lunchtime to ask for help and he told me I was just wasting my time. He said I couldn’t do it.”
These experiences and perceptions are not isolated incidents; in fact, most of these responses come from Black people in my community, some of whom I grew up with and now teach their children with.
This is unacceptable, to say the least, and it is the fault of schools and educators that math learning in the Black community is not a priority. Providing our children, especially the most marginalized, with a solid math education can be empowering, and I have made it my mission to shift students' mindset from a deficit to an advantage that can change their future.
It all starts in the community
I grew up in Northeast Denver, a place rich in Black history and culture where the Denver Public Schools (DPS) Board of Education enacted the Black Excellence ResolutionAlthough there is progress, it has not yet fulfilled its promise when it comes to student learning.
Unfortunately, the DPS follows a nationwide trend where Black students are overrepresented in the discipline and underrepresented in academic performanceI deeply identify with these inequalities because I lived through this system as a child; now, as a teacher and parent, I can see the impact of these trends and how they affect Black students and their families.
Educators and the education system often harbor implicit biases which result in lower expectations for Black students, particularly in mathematics. These biases manifest in a variety of ways, such as underestimating Black students’ math abilities and providing them with less encouragement. This lack of belief in Black students’ potential can lead to a self-fulfilling prophecy, where students internalize these low expectations and perform accordingly.
Whiteness in the disciplinary system It also impacts Black students’ math learning by perpetuating racial bias and inequities. This results in lost instructional time and decreased opportunities for academic engagement in subjects like math, where consistent practice is crucial.
There are ways to mitigate these challenges; in particular, when parents are positively involved in their children's mathematics education, this can buffer the adverse effects of trauma, fostering resilience and academic success. generational trauma between parents and families complicates this participation.
Often when I give my 8th graders homework, I get a lot of phone calls asking for help, or the work never gets done because parents can't help and don't have the tools or resources to support them. I attribute this to simply not being math peoplethat trauma pushes parents to perpetuate negative, deficit-based thinking in themselves and their children.
Rather than allowing students to drown in a system that seeks to maintain harmful biases and stereotypes that have impacted their learning, I have sought to engage students in an asset-based approach that supports students and their families.
Establish a growth mindset
Systems that do not foster joy and belonging in our classrooms perpetuate biases that view students through stereotypical and negative lenses. Therefore, establishing positive norms and community agreements is essential to maintaining a high standard of excellence for both our students and ourselves, and this sets the stage for my students to thrive.
I once worked with a Black girl in my class who was brave and assertive, but vulnerable. She didn’t believe in her ability to do math, and that was reflected in her pursuit of perfectionism, which sometimes kept her from even applying herself to the task. Despite facing significant personal challenges that often kept her out of school, she remained resilient. Recognizing her potential as a math learner, I encouraged her to ask questions, embrace mistakes, and find motivation in difficult tasks. She began to view mistakes not as failures but as opportunities to learn and grow. This shift in mindset allowed her to approach challenging problems with confidence and curiosity.
This summer, when she had just finished her freshman year in high school, I saw her at our annual Juneteenth celebration. She approached me with enthusiasm, excited to share her successes and express her gratitude for helping her believe. Now, she is thriving and on her way to a promising career in the behavioral health field. Her journey is a testament to the power of support, resilience, and faith in one’s own potential.
His classmate, on the other hand, was a different story. He was a loud, charismatic black boy who had a tense relationship with math and education in general. Learning grade-level content was a challenge for him. He struggled with work and became angry when faced with difficult problems.
Even though he was eligible for additional support and accommodation services while in school, I questioned whether he was receiving the support he needed and deserved. I recognized these behaviors as cries for help rather than mere disruptions, and over time, I became his trusted adult, mentor, and teacher.
During class, I scheduled time to sit with him individually—this was when his mathematical thinking was at its best and he could engage in the more difficult tasks, such as transformations on the coordinate plane, operations with scientific notation, and understanding linear relationships.
I also checked in with him regularly throughout the school day—in the hallway, at lunch, during practices, whenever I could. I worked hard to help him overcome years of ingrained habits, and we made a lot of progress. He eventually transferred to another school mid-year, but I am at least hopeful that he felt supported enough to take what he learned to his next school community.
Experiences like these helped me understand that a difficult part of teaching is accepting that not all problems can be solved; however, the work is still essential, my presence is still valuable, and giving students the opportunity to feel agency over their math learning is key to overcoming preconceived notions about what we think students are capable of.
Mathematical literacy as a tool for liberation
As we look to the future, let us remember that math is about more than teaching numbers—it’s about fostering a growth mindset, encouraging collaboration, and inspiring innovation. It’s about equipping students with the skills to navigate and shape an ever-changing world. In the heart of northeast Denver, amidst challenges and triumphs, I am committed to this cause.
Teaching is my passion and I have dedicated myself to creating a classroom environment that emphasizes relationships, joy, and a sense of belonging as integral components of high-quality math learning. I prioritize the person behind the student. I show up the same way every day. I want my students to know that it is okay to be themselves, to know that they are loved, and that they should not apologize for who they are.
I think it's important to shine a light on the realities our students face inside and outside the classroom. realities that include poverty, chronic absenteeism and violence. To combat these realities, we must find ways to make mathematics a tool of liberation by removing every possible barrier to success.
There is no better time to inspire my fellow educators to join forces with our communities and rebuild systems to help our children. As Bob Moses, founder of the Algebra projectHe once stated: “Mathematical literacy will be a tool of liberation for people trying to escape poverty and the best hope for people trying not to be left behind.”
This essay is a call to action, a reflection on my journey, and an invitation to all who believe in the transformative power of mathematics education. Let us forge a path where mathematical thinking is celebrated, where every student can say with conviction, “I can and I will.”
