Though inequitable outcomes in mathematics have been a reality, they are not a given. Math educators are re-thinking the role their discipline plays in education opportunity. Supporting students in developing … More
First comes math. Then comes the aftermath. What happens to students after they take high school or college math? The National Council of Teachers of Mathematics say math class should … More
At last week’s meeting with their trustees, California State University officials shared positive early results of the system’s new way of ensuring the math proficiency of incoming students. This is … More
Just Equations submitted a letter of concern to the CSU Chancellor’s Office, addressing the faculty recommendation to increase the math or quantitative reasoning requirement for admissions. While Just Equations supports … More
In an an op-ed published in the San Francisco Chronicle, Just Equations founder Pamela Burdman sheds light on a proposal from CSU faculty to increase math requirements for incoming students. Because that proposal risks … More
In her first blog post of 2019, our founder Pamela Burdman reveals the good news in data CSU recently shared with Just Equations: As of last fall, the system had succeeded … More
Following our latest report release, the Atlanta Journal Constitution devotes a “Get Schooled” blog post to the report, The Mathematics of Opportunity: Rethinking the Role of Math in Educational Equity. … More
The architecture of math opportunity is “undergirded by misconceptions about math learning, scaffolded by existing educational inequities and stereotypes, and reinforced by math’s role as a marker or pedigree that … More