A Screening of Counted Out
It was one of those beautiful Wisconsin evenings where not only is the air slightly cool and the sun staying higher in the sky before setting but one of those evenings where like-minded people gather to share insight, wisdom and curiosity united by the goal of making this world a better place.
The Kappa Psi Omega Chapter of the Alpha Kappa Alpa Sorority, Inc. hosted a screening of a movie that I believe will be pivotal to how we handle mathematics instruction in this country and very possibly the world. The movie Counted Out: America’s Math Problem peels back the inequities of how we teach mathematics, explores how we use mathematics and highlights the relationship between economic and social mobility to mathematics instruction. Not only did we see a movie that needs to be seen and discussed by anyone and everyone but at this particular screening we had the incredible privilege of having a guided discussion lead by one of Madison’s bright scholars, Dr. Erika C. Bullock who also had a role in the film. Bullock was introduced by scholar Dr. Gloria Ladson-Billings whose impact on education and equity is immeasurable. They are both part of the Kappa Psi Omega Chapter of the Alpha Kappa Alpa Sorority, Inc. who was well represented at the event and hosted a wonderful meal to get us started. Additionally, they are both people who have the will to change the inequities within our education system.
After everyone settled into their seats, we watched the 90-minute documentary we were taken on a journey led by Bob Moses the famed Civil Rights leader. His narration articulated the process of how math instruction leads to increased racial and economic stratification in our society. Further, this social stratification by mathematics is part of a larger picture of systemic racism. Bullock was able to capitalize on that message during her talk back and encouraged the audience to think about commonly accepted academic processes such as tracking or testing, or emphasizing certain career fields as vehicles for systemic racism. She encouraged us to take on the film presented idea of reenvisioning mathematics education and career trajectories as an obligation we have to advance more equitable outcomes for all people and all students.
Bob Moses was involved with this project to reaffirm the epistemology of education as a civil right. To that end, the movie also encouraged us to think about varying the teaching approaches used to teach mathematics before students are labeled as good or bad at mathematics. A student may be labeled as bad at mathematics or not passing mathematics because of the traditional way it is taught where the teacher talks and students sit quietly and listen.
The movie followed the journey of a young Latine woman who had aspirations of becoming a nurse. Not excelling a mathematics taught in the traditional way held her back and affected her self-esteem negatively as well. She was not able to achieve her dream and support her family until she found a way to engage with mathematics that worked for her. Once mathematics was taught with more situational relevance, she was successful. In addition to this woman’s story, the movie highlighted multiple classrooms and community spaces where math was being taught in a more active, situational, and student-centered way.
The audience members saw the examples of how that mathematics can be taught though applications and connections to things that students care about: real world problems or relevant contexts. One highlight was a camp created by Moses where students are being taught mathematics, specifically algebra, simultaneously along city histories and historical challenges. The students were learning math no longer as an isolated subject, but rather they were a learning community seeking to understand computation and how mathematical concepts and number manipulated was part of the city’s history. They were using mapping exercises of where they had been to grasp measurement concepts. A different class used COVID virus spread rates to engage students in computation to predict the spread. Additionally highlighted was a class where students chose their mathematical topic to explore. The class tackled math related work situated in topics everything from Oreo cookies to Piranha feeding habits. The point was the students had choice and agency in thinking about how to apply and use mathematics and that agency allowed them to be more engaged with concepts than rote learning by a textbook or a lecture. Bullock emphasized this need to approach mathematics as a tool for understanding the world in conversation with other tools like history and literature. She emphasized that this approach is important for mathematics because it is central to so many of the challenges and opportunities present in our society – especially those that continue to promote a socially stratified society. Her insights and suggestions to the audience about engaging with mathematics instruction in this way had the audience energized and impressed. It was an honor to be in the room with someone who had a role in the movie and definitely has a role in the creation of a more equitable mathematical future for students.
The sun may have set outside as the movie and discussion wound down but the brilliance in the room shone brightly. The commitment to do better, to do things differently for our students and our children was palpable and I have no doubt that the people in the room will be changemakers well into the future.
