DIVERSITY STATEMENT

Inequities in K-12 education in the United States are historic and systemic and rooted in discrimination and/or exclusion based on race, class, gender identity, culture, religious faith, language, and physical abilities.

The 4DMA advocates a social justice approach to teaching and learning mathematics focused on the equitable treatment of ALL children; cultural competencies and practices for teaching mathematics; and mathematical literacy that empowers all children in every classroom.

The leadership of 4DMA is composed of colleagues from diverse backgrounds, and all programs, resources, and services are available to teachers regardless of race, class, gender, ability, and/or sexuality. Furthermore, 4DMA is committed to anti-racist instructional practices and firmly aligned with *NCTM’s position:

• We support the use of mathematics as an analytic tool to challenge power, privilege, and oppression.

• We encourage all educators to challenge systems of oppression that privilege some while disadvantaging others.

• We encourage all educators to create socially and emotionally safe spaces for themselves, their students, and colleagues.

*From “A Statement on George Floyd, Breonna Taylor, and Ahmaud Arbery”. National Council of Teachers of Mathematics (NCTM). June 1, 2020.