By Matthew Rector
If you’ve ever looked around your math classroom and wondered why some students seem to disengage the moment numbers appear, you’re not alone. For many students—especially those from economically disadvantaged backgrounds and communities of color—math often feels like a wall rather than a bridge.
But what if we could change that?
In a recent action research study, I explored whether a set of antiracist math practices could make a measurable difference for students of color who have historically struggled in math. Spoiler alert: they can—and they do.
The Problem We Can’t Ignore
Let’s face it: California’s math scores tell a painful story. Only 14% of Black and 20% of Latinx students scored at or above standard on the 11th-grade state math test (SBAC), compared to 45% of White students. These gaps don’t start in high school—they’re present as early as third grade and get worse over time.
Worse still, most curriculum solutions offer surface-level changes (think “ethnic” names in word problems) without addressing the real, systemic barriers these students face: lack of prerequisite knowledge, little time for homework, and the belief that math success isn’t for them.
A New Approach: Antiracist Math in Action
To tackle these challenges, I implemented a weekly set of antiracist math interventions in my high school classroom. Here’s what that looked like:
- Mindset Monday: We started each week with a short video to build growth mindset, followed by a team icebreaker. The goal? Help students believe they can do hard things—including math.
- Team-Building Tuesday: Students tackled collaborative, creative problem-solving challenges that had no single right answer. This helped build trust, confidence, and communication skills.
- Wild Card Wednesday: We turned math review into a game—literally. From musical stations to digital quiz battles, students practiced without boredom or burnout.
- Thoughtful Thursday: Students analyzed patterns, debated ethical dilemmas, and applied reasoning in real-world contexts. Math stopped being abstract—it started making sense.
- Formative Friday: Assessments weren’t just about right answers. We focused on process, reasoning, and growth. Students self-scored with rubrics and got chances to revise—just like real mathematicians.
What Changed?
Everything.
Students who experienced these interventions reported:
- Greater confidence in their math skills (up nearly 5% more than peers in traditional classes).
- Increased competence, with over 30% more students saying they had a “math brain.”
- Stronger engagement, especially in tackling complex problems without giving up.
Even more powerful? The shift in mindset. Students began saying things like, “I used to hate math, but now I feel like I can actually do it.”
Why This Matters
This isn’t just about test scores. It’s about helping students see themselves as capable learners with a future in STEM, college, and beyond. Math class shouldn’t reinforce the message that some kids belong and others don’t. When we use antiracist strategies, we begin to change that message—and open doors.
Final Thought
Antiracist math doesn’t mean lowering the bar. It means redesigning the game so that every student gets a fair shot at success. And when we do that, everyone wins—our students, our classrooms, and our communities.