Friday, October 29 2021
10:15am - 12:00pm
Department Seminar
viewing of "Rehumanizing Mathematics: A Vision for the Future", recording of Dr. Rochelle Gutiérrez 2018's seminar

This Friday, October 29th from 10:15-12:00 MST (Zoom invitation provided at the end of this email) the participants in the Teaching Seminar will once again be going through the talk Rehumanizing Mathematics: A Vision for the Future delivered by Dr. Rochelle Gutierrez at the 2018 Latinx in the Mathematical Sciences Conference. We welcome any faculty, students or staff to join us as we learn more about rehumanizing mathematics and discuss the implications for us as mathematics educators and our department situated within an equity serving institution. This seminar was also facilitated in October 2020 and was popular among the students and faculty that were able to attend. We hope many of you that were not able to attend last year can join us this Friday.

Title: Rehumanizing Mathematics: A Vision for the Future

In this seminar we will listen to Dr. Rochelle Gutiérrez of the University of Illinois at Urbana-Champaign give a talk at the Latinx in the Mathematical Sciences Conference in 2018. Reflection and discussion of the content will be facilitated throughout. The abstract for her talk is below.

ABSTRACT:

For far too long, we have embraced an "equity" standpoint that has been poorly defined (Gutiérrez, 2002) or constantly shifting (NCTM, 2008). It has been difficult to assess progress beyond closing the achievement gap or recruiting more diverse students into the mathematical sciences. Instead, we should rehumanize mathematics, which considers not just access and achievement, but the politics in teaching and mathematics. This approach begins with 1) acknowledging some of the dehumanizing experiences in mathematics for students and teachers and 2) how students could be provided with windows and mirrors onto the world and ways of relating to each other with dignity. As such, we can begin to think differently about student misconceptions, teachers as identity workers, and why it is not just that diverse people need mathematics but mathematics needs diverse people (Gutiérrez, 2002; 2012). In this talk, I focus on two areas for rehumanization: 1) teaching/learning and 2) scholars and everyday citizens. With respect to teaching and learning, I present eight dimensions of a rehumanized mathematics classroom: participation/positioning; cultures/histories; windows/mirrors; living practice; broadening maths; creation; body/emotions; and ownership. Then, I offer ways for mathematicians and mathematics educators to take risks in ensuring those dimensions happens in small and large ways. In addition, with the recent national attacks on mathematics education scholars who address social justice and whiteness, I explain a bit about my case and then offer ways to rehumanize our field to affect scholars and everyday citizens. In particular, I highlight how understanding our history (e.g., how scientists in the 1970s stood for political and social action) as well as creating greater alliances between mathematicians and mathematics education scholars might allow us to take greater risks in our everyday work.
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