 led by Professor Rochelle Gutierrez. So let me introduce her and then she will, and the panel will introduce themselves or some combination there. But let me give you a bit of information about her. So Rochelle is a professor of education at Champaign-Urbana. She's done very important work on the role of intersectionality in teaching and learning of mathematics. And she has rechristened and led this workshop, which is now called Rehumanizing Mathematics for the past, this is our third year. Yes, this is our third year and we're very pleased to have her and thank her very much for putting together this discussion. Wonderful. Can you hear me? I don't think this mic is on. Do you want to hear this one? Check, check, check. I literally have to have it like right at my mask. Check, check. Okay. E.J. Cuen Rochelle Gutierrez. Yo soy la hija de Rubén Gutierrez y Josefa Pérez de Aguas Calientes y Chihuahua Mexico. I'm here with you today to welcome you in my ancestral language, Raramuri. And we start with truth and right relations. We've been doing this in our workshop well every time. And that is to first stop and honor and acknowledge that we are on the ancestral and unceded territories of the Northern Band of the Ute Nation. And these are nations that, although they have been forcefully removed from these lands at some point, they've continued to be the original peoples, the original stewards and have connections to these lands and continue to have, continue, will and continue to have relations with these lands. And we owe our respect and our honor to them. The piece of art that you're seeing here is Wolf by Mac Coyote, who is a Ute Indian, a Ute Nation artist. And if you ever are wondering whose lands you are on when you go to give a talk, you can look at the site there that's nativeland.canada, because Canada has done a much better job than the US in thinking about First Nations and the kinds of reparations and the truths that need to be told first before we even think about any kind of reconciliation or right relations. The lands that are here that we are honoring are Clayton Peak. This picture was taken while we were on hike. And again, we can think about how our more than human relatives are performing mathematics around us. Who are we? We are a group of excited and passionate people who range in backgrounds. We have people who are working with middle school and high school students. We have people who are working with colleges of education, doing teacher education. We have people who are consultants with school districts and with different cities. We have people who are mathematicians in universities and in colleges. And we just come together all on this journey thinking about how can we think about the truths in mathematics and then getting ourselves into right relations. Good afternoon, everyone. So as you were entering, maybe you was able to get an index card. If not, if at any point during this presentation you have a question or you just want to make a little note, maybe come back to it. My fellow colleagues or in the program for me, we have some index cards that we can pass around. So at any point, just raise your hand. You can get an index card and jot that down. We will have time at the end, some good chunk of time at the end, to ask you questions. And we'll try to give a response. Is this one working? No. It's OK. Thank you. I'll take that one. Oh, thanks. Can you hear me in the back? All right, great. I am Claudio Jacobo Gomez-Gonzales. I'm a mathematician at Carleton College. I just started. I've only been there for a year. And first up, we're going to kick us off with an individual reflection. You can see the questions here. When has mathematics brought you joy? And when has mathematics brought you pain? We're going to give you all a minute to individually reflect before we have some discussions together. And presumably, we're here because we've found joy in mathematics, presumably. But at least speaking from my own experience, I know you research mathematicians out there. I know you have some pain with mathematics. I want you to think about that too. I know. OK, let's do it. All right. Now I invite you to turn and talk with the people that, I mean, you've hopefully known each other for at least a week. You're developing some trust, some connections. I want you to share, and I want you to see how your experiences relate to one another. So I want to give you all five minutes for this one. Please go right ahead and let's share these experiences we're thinking about. We're not good. I mean, I don't know if I could cut them off at the time of that, since this is a workbook. Let's have you just take a look. Yeah. Yeah, make it four, one, two, one, two. OK. You've got a little bit of a tour of three of it. See, you want me to stop at like four minutes, or do you want to go to four, five, and then I'll get to it. Four, five, and then two or three. Who am I handing it out to now? You're doing it, yeah? OK, if that's the one where I'm going into it. Yeah, so it's you and I. OK, so that's the plan, yeah? Four, five, two or three. Yeah. And then I'll give this right to you. There might be a buzz on that one. I know. I felt like I was trying to yell, too, but this is not. This one's better, you know? This one's way better. We can just pass that back. OK. Testing. Hold it here. Yes. Testing. Testing. One of these lights. And it doesn't. Yeah, and it works. It's not. He tried to make it on the phone. We are like, we'll see one of these work. If not, then I'll just like, put that in the back. Yeah, especially because we need to be able to like run it to whoever wants to speak out, right? Yeah. Like, ideally we'd have a mic on that side and a mic on that side, right? Actually, how about our classmates' color stuff? That's what I mean. Just agree to me. Give this one a second. Yes. OK. All right, we've got about 30 seconds. We've got about 30 seconds left. And is this test, test? There we go. All right, I hate to... These are such vibrant conversations. I'm surprised how much they persisted. That was awesome. I hate to cut you short, but I want to hear back from like two or three, you know, just a few bounce backs from the audience. We'll have... Who's doing it? I can't see over there. Do you, Chadwick? I can't see. So, Chadwick, one of our illustrious colleagues will be zipping around. We want to get here from a couple of folks. Just share out what you discussed. Did anyone want to share anything? Oh, Willie has a mic too? Very good. There we go. Well, for the pain part in my group, somebody mentioned the pain of trying to... When you're teaching a mathematics and the students are experiencing the pain from not... If you see a student from whatever their background is and they're not getting it, it can be like a painful, like teacher-student relationship thing that happens. Somebody else mentioned it and it really resonated with me. Thank you very much. Let's get one more. Oh, I see one in the back. Thank you. Is it on? Okay, yeah. So, our joy one was doing mathematics in community when you're able to go... I mean, so I was talking to Mackenzie and we went to ICERM earlier this summer to work with a group of people and it was really fun and joyful. And a pain thing, I thought that was interesting. I consider myself a research mathematician and you talked to our research, giving us pain. And it's like, that's not at all my experience. Even when my research goes badly, it's not as hurtful as the times when I have felt when I was not in community with people. So I've been, you know, at institutions where I felt like really out of place and like really not welcomed. And like those, like when you said, like pain, like it was like one specific time where I try to go to one seminar that got changed times without me being told, like everybody else was told it was going to be at a different time. And I showed up to an empty room and I like literally walked back to my office to cry because like I just like felt so rejected. And so I thought that that was interesting. Like I was like, there's no where research could hurt me that bad. Wow. Thank you for sharing that. That's like snap, snap, snap. Thank you. Thank you. I'm going to pass back to Rachel. So part of what our group has been doing has been thinking about like, okay, universities are talking a lot about diversity and equity and inclusion and in what way is anything that we're doing in our workshop different from that or extending that or in conversation with that, right? So I think it's important to think about how we think and talk about our work because it's the language that we use that signals to other people who we are and what kind of conversations we're interested in having. So when we say words like diversity, often we just mean like lots of different things, right? There's not really an attention to difference or when difference is used, it's used in a way that we don't necessarily think about power relations. In K to 12 schools, we can say, oh yeah, that's a school with a really high level of diversity when what we really mean is almost 100% black student population. So when we say words like that, we have to ask ourselves, when we say diversity, are we getting at the difference between groups? Are we getting at the positionality between those groups? When we use words like equity, equity often is talking about kind of universalistic approaches. Like how do we get everybody on board? How do we do a math for all? How do we get a program that will make everybody feel good about mathematics? And it's often talking about those, closing those achievement gaps and getting at the leaky pipelines. And again, from a perspective of critical scholars who think and talk about this work who theorize this work all the time, we don't just want to have more and different kinds of people in the field. We don't just want to have more and different kinds of people getting awards in mathematics. We actually want to move beyond this notion of kind of including people. I like to give an example of when we have, when we talk about inclusion at a very minimal level, we kind of are talking about opening that door and like letting one more person kind of get in. But if you've ever attended a talk that's a really popular talk and you're one of the last people to get there and someone opens that door for you or you're kind of hanging from the outside and you're trying to see the front of the room, that doesn't really feel like inclusion. And I know that people feel like they're doing the best they can, right? But there's, it's a different perspective to say what if we centered the people who have most been harmed by school systems and what does that look like to place those people, those ways of knowing those communities at the core where we dedicate our resources and our energy there and we focus on healing and not just including. And that part of that work is having political clarity. It means recognizing that a lot of the mathematical knowings, both historically or we would say historically, they're historically, has been erased. And some of that means that certain people have gotten credit for contributions whereas maybe these ideas were being discovered and performed and celebrated in many different cultures. So we just encourage you to think about when we use language, if you're in a math department meeting or you're somewhere in a space and somebody's talking to you about equity, is there a way for you to shift that language to say and when you say equity, can you say a little bit more about what you mean rather than just kind of assuming that the other person is in the same place that you are. We're using a term that's rehumanizing mathematics not because I was really interested in creating new jargon and concepts in our field because I tell you, we have lots of them. But it was because when I was going around the country and I was meeting with students and meeting with teachers and even just meeting with mathematicians and talking about these ideas, the notion of equity didn't really get at it. It was this idea of there were things that people felt that were kind of these constant either microaggressions or structural aspects that didn't allow people to show up and feel whole, to bring all the parts of themselves to the space of doing mathematics. So again, you may feel like, well as a math professor I don't feel like I have microaggressions or I don't feel like the system is against me but maybe there's a way in which you don't bring all of the parts of you to your mathematical spaces because that's kind of just not what's done that, you know, Ruben Hirsch talks about a front and back of mathematics and we get to see the front. We don't get to see all the messiness of the back. So we just say here that rehumanizing mathematics is an act of love that seeks joy and belonging and not just problem solving. It's a choice to center those who have suffered most from a Eurocentric and dehumanizing system that erases brilliance. It's a recognition that there are many ways of knowing which means that there are many knowers and many mathematics. It's a form of political clarity that asks us to follow a different rhythm and to recognize that we are part of a larger time scale than just humans. It's an act of refusal to return to normal and it's a step towards restoring both restoring that which has come from the past restoring that aspect and restoring as in building futures in ways that help us be in better relationships with our natural and spiritual worlds. And these are the eight dimensions and where our projects are going to as they're talking about their projects they're going to share how these play out in their work So an example, body and emotions is we think about what's the typical narrative that's written in mathematics and then what's the narrative that we're trying to talk about with restoring. So a typical example is well you don't need your body you don't need emotions to do mathematics but what we're trying to get at is to recognize even more than just gestures and diagramming there are things like intuition and other aspects that when we actually draw on all of our senses that we can have a fuller version of mathematics. And I think some of the terms there you can kind of get a sense of cultures and our stories their stories has to do again with all of the different contributions around the world including the ways it's been documented through ethnomathematics. So we have these, you see four stars on this slide and that's because there's four people sitting up here who are amazing stars in doing this work and there are eight other stars who are in the group who we need to name and so after we get done talking about Francis Cara, Patrick and Claudia we're going to want to include the other people stand up and please say something but these are the four projects that you're going to listen to. So thank you. My name is Francis Peena I teach in Boston public schools middle and high school mathematics entering my ninth year. So for me entering this I need to kind of reflect a little bit on where I've been and where I've started has been using the CASO framework for social emotional learning. So in my district as on the slide we've been given like a package to help us not only try to reflect and understand our own social emotional learning and needs but a way to help our students develop that but what I felt was missing was a way of being proactive about that or proactive about not only the relationships I'm building with students but the relationships I'm helping my students build with math in my classroom the social emotional learning has felt like it was an add-on so even with my training it wasn't through my math department it wasn't through a math PD by the district it was something that was an add-on or separate so I felt a pressure to truly incorporate it and give it its due and when I did it was because of potential harm that I had presented to a student or because of as something I was mentioned earlier a student not getting it and then I am trying to use that toolkit to help them process it but not in a way that I am thinking about not those deficits or them developing that but what are the assets that my students are bringing and not just the assets of their knowledge but their experience so for where I'm going with this and thinking about rehumanizing mathematics I'm trying to think about how do I help my students not only develop metacognition of their mathematical understanding but to refine it and what would that look like in the math classroom how do I have that not only through discussions but through that community that we are building and the discussions that have been with each other that is also highlighting their assets so my project is about building a year long portfolio that not only captures the artifacts of their mathematical understanding, reflections and discussions but also incorporates some art and art that is not just oh here's the Fibonacci sequence in squares or the golden ratio that is coloring it in not a paint by numbers type of approach but in a way that challenges aesthetics I don't want to just highlight the Pythagorean theorem when there were cultures for centuries already there representing it in their own understanding