CMC’s Commitment to Anti-Racism

CMC believes in the mathematics potential of all students, but belief is not enough. As a community, we must actively engage in brave and courageous conversations about anti-racism and commit to anti-racist practices, pedagogies, and work. We need to deepen our awareness of students’ experiences and leverage trauma-informed practices to support the complete development of each and every young person. In order for CMC to strive towards its mission, schools must be places that are safe for all students. This means rooting out all forms of institutional violence, particularly those policies that, whether by intent or practice, inflict disproportionate harm on any group.  

Read Full Statement and Resources 

As mathematics educators, we can: 

  • Work on ourselves. Engage in self-reflection about our beliefs, practices, and biases. Recognize that this is a growth area for all of us.

  • Listen empathetically. Start conversations with others to deepen our understanding by learning about others’ perspectives and experiences. 

  • Support allyship. For those who are allies, be prepared and educated to engage in and facilitate uncomfortable conversations about race and racism in classrooms, in workspaces, and in your social circles.

  • Know that each student has strengths. Focus on highlighting the strengths each student comes to us with, while supporting new strengths to emerge.

  • Be an advocate. Interrupt and disrupt situations that compromise the humanity of another person, especially students. 

  • Empower students. Use mathematics as a way to examine and bring light to inequities and empower students to be part of the discourse. 

  • Remove barriers. Ensure that the opportunities for all children are amplified, not diminished by school, and in particular, mathematics. Create safe and brave spaces where students can be their best selves. 

Book Study

If you have not joined us yet for our book study on Rehumanizing Mathematics for Black, Indigenous, and Latinx Students, we encourage you to join us for the second half of our study beginning on September 21-22. The authors of each chapter will join us for our Zoom sessions to introduce their work, participate in breakout rooms for discussion, and then end with a whole group Q&A. 

Each discussion week, we will host two conversations:

Twitter Chat Mondays, 5:00–6:00 PM PST 

Zoom Tuesdays, 4:00-5:00 PM PST 

Part 2 of our discussion is below. Each chapter within the book can be read individually and is extremely valuable. Feel free to join us for the weeks that you are available.  Download the book study guide Part 2

Sept 21–22*                               Ch. 10: ¿Es lo Mismo? Bilingual Children Counting and Making Sense of Numbers, Featuring Authors: Cristina Valencia Mazzanti and Martha Allexsaht-Snider (Discussion Questions)
Oct 5-6*

Ch. 1: Toward Indigenous Making and Sharing: Implications for Mathematics Learning, Featuring Authors: Filiberto Barajas-López and Megan Bang (Discussion Questions)

ISTEAM (Indigenous Science Technology Engineering Arts and Mathematics)
Spokane Tribal Lifeways Curriculum
Oct 19-20* Ch. 11: Listening to and Learning with Black Teachers of Mathematics, Featuring Authors: Toya Jones Frank, Deena Khalil, Beyunka Scates, and Symone Odoms (Discussion Questions) Author's Slides 
Nov 2-3*            Ch. 7: Mathequity Hours: Fostering Wholeness in a Mathematics Learning Community, Featuring Authors: Aris Winger, Michael Young, Idris Stovall, Sarah Sword, Eden Badertscher, Miriam Gates, Una MacDowell, and Al Cuoco (Discussion Questions)
Nov 16-17*        Ch. 5: Every Penny Counts: Promoting Community Engagement to Engage Students in Mathematical Modeling, Featuring Authors:Jennifer Suh, Lauren Britton, Kristen Burke, Kathleen Matson, Linda Ferguson, Spencer Jamieson, and Padmanabhan Seshaiyer (Discussion Questions) Author's Slides
Nov 30-Dec 1*                                    Ch. 2: Girls STEM Institute: Transforming and Empowering Black Girls in Mathematics through STEM, Featuring Authors: Crystal Hill Morton and Demetrice Smith-Mutegi (Discussion Questions) Author's Slides
Dec 14-15* Ch. 6: “We Don’t Think of It in Terms of Math, It’s Just the Way of Life,” Featuring Authors: Bev Caswell, Jason Jones, Marjolaine LaPointe, and Tracy Kabatay (Discussion Questions) Author's Slides
Dec 28-29* Ch. 4: We Fear No Number: Humanizing Mathematics Teaching and Learning for Black Girls, Featuring Authors: Nicole M. Joseph and Norman V. Alston (Discussion Questions)
Jan 11-12* Concluding Thoughts, Featuring Author: Imani Goffney 

*Author(s) will be joining us during the Zoom session.

Order your book today:

Register here: (Free registration will include you in the Book Study email communication and will provide your access to the Zoom sessions.) Discussion questions are also available for each chapter after the discussion week.

Below is our schedule for Part 1 of our book study, including the readings for each week.  Download the book study guide Part 1.

Aug 3–4* Introduction: The Need to Rehumanize Mathematics (Discussion Questions)
Aug 10–11* Ch. 8: Centering Students’ Mathematical Agency at Northwest Indian College (Discussion Questions)
Aug 24–25* Ch. 9: “I Can Solve All the Problems”: Latinx Students (Re)Write Their Math Stories (Discussion Questions)
Sept 8–9** Ch. 3: Shades of Blackness: Rehumanizing Mathematics Education through an Understanding of Sub-Saharan African Immigrants. (Discussion Questions)
Sept 21–22*        Ch. 10: ¿Es lo Mismo? Bilingual Children Counting and Making Sense of Numbers (Discussion Questions)


Thank you for joining us as we work to put our Commitment to Anti-racism statement into action! Together we can make a difference. Invite your colleagues to join us as well.

Supporting our Words with Actions

  • Mathematician Monday - Learn about the beauty of diverse mathematicians and their work. Thank you Dr. Kristopher J. Childs, @DrKChilds, for sharing your work! 

  • Wednesday Reflections - As we work to become anti-racist educators, we must first work on ourselves and then consider what we can do individually, within our classrooms and schools, and within the larger educational system to create safe and rehumanizing mathematics experiences for all students.

  • Math Stories - Coming Soon

Together, we can make a difference. To do so, we each need to consider the following questions: How will I engage in this work personally, in my classroom, in my community, and as a member of my school and district? How can I help CMC as an organization continue to grow?

We invite you to join the Twitter community of mathematics educators (#mtbos, #iteachmath) or join us on Facebook to engage in conversations about actions we can take to make positive changes. Include #cmcmath and @CAMathCouncil so that we can continue to grow together as a community and as an organization. Please feel free to reach out with additional Ideas or resources, [email protected].