Every morning, the four members of the teaching team at Desmos post a note to their Slack channel listing all the tasks they’re working on that day. We use the hashtag #workingon for easy reference. This is what I posted this morning.
I don’t know how any of you voted and I won’t make assumptions. (It’s clear that a lot of people who represented themselves one way to pollsters voted another way, and that likely holds true for our company as well.) But you may have voted like I did yesterday, leaving you bereft today, and struggling to locate some kind of purpose for your work, struggling to participate in the solution to a problem that has many names. If that’s you, then this what I’m telling myself about our work this morning.
If the name of that problem is economic anxiety, if President-elect Trump was propelled to power by people whom globalization, open borders, and free trade have left behind, I encourage us to locate political and social solutions to their problems, definitely, but also to help those people (and their children, particularly) learn better math better. Capitalists continue to automate routine manual jobs, leaving behind more and more non-routine cognitive jobs. Non-routine math tasks are difficult to design, difficult to teach, difficult to learn, and increasingly essential to full economic participation. We can help design them and we can give teachers tools to make them easier to teach.
If the name of that problem is bigotry, then we should help teachers facilitate constructive arguments, cultivate empathy, and emphasize patience. One dimension of bigotry is impatience, a sense that “I know everything there is to know about a person based on his or her most easily observed characteristics.” The traditions of many math classes – completing short problems resulting in simple answers that are easily verified in the back of the textbook – only exacerbate this problem. Christopher Danielson’s “Which One Doesn’t Belong,” by contrast, invites students to realize that all of those objects don’t belong for one reason or another, that we can negotiate those reasons productively, and that we can understand the world through the eyes of another.
Obviously we have lots of work to do in our neighborhoods, our churches, our social networks, our local and state governments, and in ourselves, work that is probably larger than anything we’ll do at Desmos today. But if yesterday’s election left you wondering what work you can do at Desmos to help solve a problem with many names, this is what I’m #workingon.
BTW. I’m watching Twitter for examples of math teachers helping their students understand where they live today. I’ll continue to update this post throughout the day.
When you learn mathematics, you also learn a lot of other things. Here are three of those things.
We did Elizabeth Statmore’s talking points for Math Mindsets Chapter 7 (tracking), then for the election, then we looked at Megan Schmidt’s Social Justice Math slides.
wwntd offers her classes some words of consolation.
Dianna Hazelton asks her class:
What does the word empathy mean? How do you show empathy?