00:01:03 Kweiman Yang: Good morning 00:02:14 Shanna Simpson-Singleton: Good Morning 00:09:03 Michelle Renda: Keith and Jackie are able to see your chats :-) 00:09:41 Nancy Sattler: Terra Community College, Fremont OH 00:09:55 Curtis Mitchell: Kirkwood CC, Cedar Rapids, IA 00:10:01 Johanna Debrecht: Red rocks Community College Golden CO & online for Northern VA CC 00:10:17 Lana A: American River College, Sacramento CA 00:10:18 susan ficken: pretty heteronormative 00:10:19 Matt Shelton: McLennan Community College -- Waco, TX 00:10:19 Nancy Sattler: this problem is too hard ! Who cares! 00:10:19 Kate Sims-Drew: "This isn't possible!" 00:10:20 Linda Chan: confusion 00:10:20 Teresa Overton: Teresa Overton Northern VA CC 00:10:21 Benjamin Moulton: AHHH! FRACTIONS! 00:10:21 Robert Cappetta: The question is heterosexual-normative 00:10:22 Kendra Guffey: oh no fractions! 00:10:22 Catherine Hoskins: ew fractions 00:10:22 Jillian Robertson: no reference to married parents 00:10:22 Curtis Mitchell: It feels really heteronormative 00:10:22 Barbie Hoag: Ugh I hate fractions. 00:10:24 Luke Walsh: can’t solve it 00:10:24 Karen Bliss: Honestly…I would think who cares about the answer. But I think it’s possible LGBTQ students could be turned off. 00:10:25 Shana Calaway: Student: Wait, what about married to same sex? 00:10:27 LuAnn Walton: 1. What is a condo & Who cares 00:10:27 Shane Tang: Shane, Salt Lake Community College, Salt Lake City, Utah 00:10:27 DIANA BRANTON: fractions! 00:10:27 Chris Ward: Southern WVA CTC, Logan WV 00:10:27 Nancy Rivers: Assumes non-binary 00:10:28 Edith Aguirre: fractions! Yikes 00:10:28 Jody DeWilde: Why married? What about same sex couples? Men vs women binary assumed 00:10:30 Susan Calvin: what about everyone else? 00:10:31 Johanna Debrecht: I don't like it. Feels uncomfortable 00:10:32 Mike Gorsline: Why should I care? 00:10:36 Matt Shelton: Ugh...fractions 00:10:36 Shane Tang: LCD 00:10:38 Mary Pearce: I need more information 00:10:47 Jo Lynn Theobald: Fractions are hard...students don't like fractions! 00:10:53 Lina Williams: Seminole State College of Florida 00:10:57 Jillian Robertson: Moreno Valley College in California 00:10:58 Heidi Kiley: Married? The problem says nothing about how many or what proportion are married... 00:11:08 Cassie Cain: Out of date 00:11:15 Lina Williams: Sanford, FL 00:12:12 Heidi Kiley: My students would completely miss the married part and think it was who lived somewhere 00:14:36 Luke Walsh: Thanks! 00:14:51 Paul McCombs: Go Luke 00:17:46 Johanna Debrecht: There's got to be another question that produces the same mathematics, but isn't tied to cultural norms, or lack thereof:) 00:17:53 Lina Williams: alternative 00:23:28 Jackie Murawska: If anything you hear resonates with you, please put it in the chat! 00:23:53 Jackie Murawska: If you have any specific questions for Keith and me, feel free to put those in the Q & A at any time. :) 00:25:26 Judy Williams: If I Understood What You Are Saying, Would I Have This Look on My Face? by Alan Alda (good for communicating) 00:25:34 Jo Lynn Theobald: Mind and Matter: A Life in Math and Football by John Urschel 00:25:40 Johanna Debrecht: I've had a lot of Asian students who have really suffered from this stereotype. 00:26:00 Susan Calvin: “Mathematics for Social Justice: Resources for the College Classroom” 00:26:06 Joe Brenkert: Interrogating Whiteness and Relinquishing Power, edited by Joseph, Haynes, and Cobb 00:27:09 Luke Walsh: “Strong is the Silence:Challenging InterlockingSystems of Privilege and Oppression in Mathematics Teacher Education” https://files.eric.ed.gov/fulltext/EJ1085776.pdf 00:27:58 Jackie Murawska: Thank you for these wonderful book suggestions on the intersection of mathematics and equity. 00:28:15 Pat McKeague: For White Folks Who Teach in the Hood... and the Rest of Y'all Too: Reality Pedagogy and Urban Education by Christopher Edmins 00:28:28 Susan Calvin: “For White Folks Who Teach in the Hood... and the Rest of Y'all Too: Reality Pedagogy and Urban Education” C Edmin 00:29:29 Mary Pearce: Draw some pictures. 00:29:29 Heather Mathison: Tape Diagrams 00:29:31 Nancy Sattler: create equations 00:29:32 Luke Walsh: Venn Diagram 00:29:32 Kate Sims-Drew: 2/3m = 3/5w? 00:29:35 Susan Calvin: sketch a picture 00:29:35 Robert Cappetta: Choose a number with many factors. Maybe 120 men. 2/3 of the is 80. So 3/5 of the women is 80. The number of women is x. (3/5)x = 80. 00:29:40 Kendra Guffey: draw out a picture 00:29:40 Anne Vance: Define variables 00:29:41 Lana A: table 00:29:44 Edith Aguirre: sketch a picture 00:29:44 Susan Calvin: make a table 00:29:47 Karen Bliss: defining variables 00:29:50 Jo Lynn Theobald: Draw pictures using something like tiles to represent the fractions 00:30:04 Susan Calvin: ask Chegg :D 00:30:04 Barbie Hoag: number lines 00:30:30 Dan Taylor: Add fractions to men and women married to same gender 00:39:40 Mary Pearce: Great idea! Always love asking students to create the problem! 00:41:09 Nancy Rivers: In this situation, I would then ask students to assess if each student written problem 1) is mathematically equivalent, 2) has truly taken out the binary issue. 00:42:03 Johanna Debrecht: That would be a really hard problem for students to conceptualize and write differently 00:46:02 Sandra Wildfeuer: I modified a problem recently, from how many ways can men and women line up to how many ways can people with hats or without hats line up. 00:47:16 Judy Williams: In statistics, so many of the binomial distribution examples are based on male and female! 00:49:18 Johanna Debrecht: These can be extremely difficult conversations to have in class, and you have to be very careful not to let your own personal opinions bleed through, but I've found that on the few occasions I've done it, students were super receptive and very grateful to have someone acknowledge that these issues exist. Sort of the "hey there is an elephant in the room here." 00:49:37 Robert Cappetta: A lot to think about