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case 2 to help us think about #emancipatorymath: @profnicolej sharing Norman Alston’s eMode Saturday Math Academy for Black girls #AMTE2019 
Norman Alston says “i don’t let girls whisper answers... i need BOLDNESS.” creating opps for Black girls to develop voice/agency in world that doesn’t often provide that environment for them. what do girls say? it’s fun. “there’s always another way to do things” #emancipatorymath
case 3: @sammieamarshall describing tension between teachers supporting students during groupwork vs prioritizing their autonomy, based on analysis @EhrenfeldNadav has done from @ilana_horn’s project #emancipatorymath #amte2019
we’ve noticed variation along (at least) two dimensions: are Ts initiating interactions w groups or are Ss? are the interactions primarily mathematical or about participation/administrative tasks? #emancipatorymath #AMTE2019
the big Q: when/how might these patterns support #emancipatorymath or even hinder emancipation? #AMTE2019
case 4: @teresakd discusses secondary math teacher ed candidates writing and receiving letters to/from their students. how can this case help us think about #emancipatorymath? #AMTE2019
why do teachers say they do this? to make connections w students, to communicate that “i value their experiences,” to provide “a safe medium for them,” to “take me down from the high plane and humanize them” #emancipatorymath #AMTE2019
what did teachers do with what they learned about students? wrote questions using contexts they were interested in. encouraged visual representations for those who expressed interest in art #emancipatorymath #AMTE2019
case 5: @LuisLeyvaEdu shares the COURAGE project studying racialized and gendered events in undergraduate mathematics: what do WW and SoC perceive as supportive? as marginalizing? nsf.gov/awardsearch/sh… #emancipatorymath #AMTE2019
part two: more student voices sharing their racialized and/or gendered undergraduate mathematics experiences #emancipatorymath #AMTE2019
