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The Study of Covid-19 Within the State of North Carolina in the United States
No full textResearch on COVID-19 was done for North Carolina to assess local governmental policies, to measure COVID-19 growth rate, and to discover what predictors impact COVID-19 spread. Using a Time-Delayed SIR model, removal rates were calculated to compare how seven major metros from NC handled the pandemic. COVID-19 Data was collected from the Center for Systems Science and Engineering (CSSE) at Johns Hopkins, and the US census was used for NC demographic data. MATLAB was used to perform multiple linear regression and solve the time-delayed Susceptible, Infected and Removed (SIR) model to evaluate local governmental policy by measuring four removal rates of each studied metro throughout the government control policies. Through the removal rate calculation, we found that upon lockdown restrictions being eased, locations near the coast suffered, despite doing well in removing infected COVID-19 persons. In the populous Charlotte-Concord-Gastonia metro, COVID-19 growth rates were higher than other metros. Nevertheless, it had the highest removal rates meaning this metro did well in handling the pandemic. Next, using multiple linear regression, the most substantial correlating factor for COVID-19 transmission was young age. The White and Black race populations were correlating factors with COVID-19 spread. Leading the age correlating predictor for the death rate in the largest metros was the 85-100 age group. In this same analysis, the 51-84 age group was found to be inversely correlated. Lastly, our education study indicates less education correlates with COVID-19 cases.
Keywords: COVID-19, Time-Delayed SIR model, Compartmental model, Multiple linear regression, government policy, removal rate
Mathematizing Representation in Children’s Libraries: An Antiracist Math Unit in Elementary Grades
No full textIn this article, educators across schools tell the story of planning, implementing, and reflecting on an elementary antiracist unit focused on mathematizing racial representation in school libraries. Students and teachers engaged in conversations about race, utilized mathematics to visualize erasures of race in literature, and involved parents, administrators and the community in recognizing and taking action to change this injustice. Our team considers tensions and powerful studentthinking involved in using mathematics for antiracist learning for second through fifth-grade children
Equidad, Diversidad y Matemática Crítica
No full textLos estudiantes de distintas etnias, razas, niveles socioeconómicos, grupos lingüísticos, de género, y otros subgrupos de la sociedad demuestran distintos niveles de rendimiento en matemáticas, lo que señala una diferencia que está relacionada con los factores sociopolíticos de la educación. En la sociedad global actual, la matemática figura como un agente de estratificación social que se ve influenciado por los problemas de falta de acceso equitativo a la educación matemática de alta calidad, el currículo oculto y las estructuras de poder que se promueven a través del acceso a ella. En este trabajo, sepropone un modelo de integración de la matemática crítica al salón de clases con el propósito de promover un acceso equitativo a la matemática.
Students of different ethnicities, races, socioeconomic levels, linguistic groups, gender, and other subgroups of society demonstrate different levels of academic achievement in mathematics, which points to a difference that is related to the socio-political factors of education. In the current global society, mathematics appears as an agent of social stratification that is influenced by the problems of lack of equitable access to mathematics education, the hidden curriculum, and the power structures that are promoted through it. In this work, a model for the integration of critical mathematics in the classroom is proposed with the purpose of promoting equitable access to mathematics
What Does 2SLGBTQIA+ Identity and Other Non-Normative Identities Have to Do With Mathematics Teaching and Learning?
No full textIn the last decade or so, many educators, researchers, and national and local mathematics organizations have sought to create targeted programs, frameworks, and educational supports (for teachers and students alike) to address disparities in who we see as a “math person” and who has access to high quality mathematics. Too often, however, queer and transgender people are left out of these initiatives, frameworks, and conversations about equity and increased representation. Many times, the exclusion of queer and transgender identities from talks of equity, diversity, and inclusion comes from the ways in which queer and transgender identity is often rendered invisible, “divisive,” or irrelevant in PK-12, and sometimes even PK-16, settings, particularly in mathematics. This article provides an argument as to why considering queer and transgender identity in mathematics teaching and learning is not only relevant, but essential. The article also provides considerations for making our schools and mathematics classes more queer and transgender inclusive
Gatekeeping in Mathematics for Social and Racial Justice: Reflections on a Conversation Among Colleagues
No full textMany educators personally value social justice and antiracism. However, personal identities, the perception of competing mathematics and social justice goals for teaching, and public discourses and policies can create barriers to realizing these commitments in mathematics classrooms. In this commentary, we share excerpts from one of our many conversations with connections to current literature and selected artifacts representing gatekeepers to social justice and antiracist mathematics. In addition to framing the gatekeepers, we highlight productive points of change for educators navigating tenuous situations in their schools and communities
Cover - Adult Education & Prisoner Reintegration: John R. Chaney, JD City University of New York - LaGuardia & Dr. Colleen P. Eren, Ph.D. William Paterson University
No full textAdult Education & Prisoner Reintegration edited by John R. Chaney & Colleen Eren takes a deep look at returning citizens and the importance of adult education in their successful transition home. Chaney and Eren have identified experts in the field as well returning citizens themselves when compiling this Fall/Winter 2023 special edition.
Editorial
No full textThis is the editorial opinion piece by Dr. Arshiya Sethi, Editor-in-Chief of South Asian Dance Intersections. 
“The most outstanding institution I am grateful for” (Indatwa ihora kw’isonga nshimira): “The most outstanding institution I am grateful for” (Indatwa ihora kw’isonga nshimira): A poem composed by a Rwandan Adult Literacy Student (Umuvugo wanditswe naba Nyarwanda babiri biga gusoma no kwandika)
No full textThe following poem was composed by a learner enrolled in an adult literacy and numeracy program provided by an organization called Rwanda Children that offers a diverse array of educational programs to adults and children in the Ntarama sector, Bugesera district and country of Rwanda
Implementing Proactive Advising in Advising Redesign
No full textMany institutions struggle to leverage their early alert process to support its efficacy. Faculty are confused about why they must complete an early alert report when they have their grades posted on the LMS, advisors are overwhelmed reviewing each alerted student to decide which students need the most attention, and it may not be evident to stakeholders on how early alert reporting impacts student performance at the end of a term. UNC Charlotte has resolved these concerns by focusing its efforts over the last 5 years with achieving a 90+% Early Alert reporting response rate, analysis of early alert data by establishing predictive student performance metrics, and evaluating outcomes at the end of a term that includes an equity review of the data. This allows for a streamline early alert process that involves proactive advising campaigns to students identified at the highest level of concern in a centralized process while having a decentralized advising model. Concerned students are channeled to contacting either their advisor or tutoring/mentoring services to support their goals on improving the earlier performance inside the classroom. This is a data driven approach that has been sustainable for the last 5 years. It has created a cultural shift that creates a stronger linkage for advising and academic support personnel in having the ability to discuss a student’s performance inside the classroom. We will present how this process is implemented and the tools that are utilized to measure outcomes for student success.