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

We are excited to announce that we will begin our book study on Rehumanizing Mathematics for Black, Indigenous, and Latinx Students on August 3-4, 2020, and hope that you will engage in this work with us. Download the book study guide.

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 

Below is our schedule for Part 1 of our book study, including the readings for each week. To accommodate the authors’ schedules, we will not be reading the chapters as sequenced in the book. After the introduction, we will continue with Part III, Principles for Teaching and Teacher Identity.

  • Aug 3–4* Introduction: The Need to Rehumanize Mathematics

  • Aug 10–11* Ch. 8: Centering Students’ Mathematical Agency at Northwest Indian College

  • Aug 24–25* Ch. 9: “I Can Solve All the Problems”: Latinx Students (Re)Write Their Math Stories

  • Sept 8–9** Ch. 3: Shades of Blackness: Rehumanizing Mathematics Education through an Understanding of Sub-Saharan African Immigrants. The authors confirmed today.

  • Sept 21–22* Ch. 10: ¿Es lo Mismo? Bilingual Children Counting and Making Sense of Numbers

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

**Due to the Labor Day holiday, the Twitter Chat will be on Wednesday, September 9th.

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.)


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].