By Viveka Vaughn, Image: iStock/Getty Images, Education Week, March 19, 2023
Toward the end of last school year, I sat on a virtual mathematics panel discussing the resilience of students in the face of COVID-19’s traumatic educational consequences. I began to examine the social-emotional implications of the pandemic in a field I have been teaching in for over 20 years: mathematics.
The pandemic exacerbated the inequities of educational resources, leaving many students, especially those from high-needs districts, behind mathematically. These widening disparities are particularly damaging for students already at risk for “checking out” of math because of hostile classroom experiences.
Whenever I inform people of my occupation, they are animated with a look of joy or misery as they remember their feelings for math—and it’s usually the latter. They often regale me with stories of negative classroom experiences or encounters, usually involving a teacher embarrassing or ridiculing them in class.
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