I wanted to study all the lovely, real
and logical things.
Confront regressive systems
ordering operations rooted in
predetermined melanated matrices.
Question the discrete calculated costs
of the color line.
Embrace the exponential, limitless
possibilities of power circumscribed in
equity economics distributed properly.
Estimate the positive residuals of functional relations
contextualized in affirming identity.
Simplify and justify the steps to
prove conjectures of hope, fund futures
undefined yet statistically significant.
To pose purposeful questions that
examine the finite scientifically notated within
the infinite solutions inscribed in community.
To persevere in dismantling multidimensional inequalities
the remainder resulted in
balanced and just equations.
My career has centered around the pursuit of equitable mathematics practices and culturally responsive curricula. My devotion to education equity influenced how I led my classroom and informed my advocacy work in math education. And in 2020, it is what set me on the path to serve as an Albert Einstein Distinguished Educator Fellow.
That experience enhanced my life significantly. Serving in the federal government gave me a new perspective on the systemic challenges within STEM education. As an experienced K–12 mathematics teacher and district instructional curriculum coach, I already understood many of the micro-level challenges educators and students face in their classrooms or within their school districts. But serving in Congress and the Department of Interior for two years gave me a new understanding of the macro-level systemic barriers and roadblocks facing our students.
Many federal agencies and organizations are developing STEM programming and resources with equity in mind. Often, communication and marketing for these programs, despite agencies’ best efforts, fall short of reaching underserved communities and advancing racial equity and support.
This is why Black, Indigenous, Latinx, disabled, and other marginalized identities must be acknowledged and valued as transformational leaders in education and STEM professions. Widening the range of populations we listen to, invest in, and seek to partner with is critical to creating equity in STEM education.
That’s where my work as the Math Educator in Residence at Just Equations begins.
Just Equations reconceptualizes the role of mathematics in ensuring educational equity. As an independent resource, Just Equations collaborates across educational sectors to advance evidence-based strategies on the pathway from high school to college.
In my new role, I continue to build a community of educators, policymakers, and student advocates dedicated to the sustainable advancement of high-quality, equitable mathematics education. Together, we can create math pathways that open, rather than close, doors for students.
As I build this community at Just Equations, here’s where I’m passionate about centering my work:
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