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ABOUT
RADICALMATH

RadicalMath empowers educators to address issues of social and racial justice in math classrooms. RM is a hub for curriculum, resources, and professional development opportunities.  

"The most urgent social issue affecting poor people and people of color is economic access... [and that] depends crucially on math and science literacy."

- Bob Moses, Radical Equations

HISTORY.

RadicalMath.org was launched in April 2006 by Jonathan Osler. Many of the early RadicalMath collaborators then founded the Creating Balance in an Unjust World conference on math and social justice which has taken place every few years since. Jonathan stopped updating RadicalMath in late 2007, although it continued to serve as one of the primary hubs for educators seeking resources on integrating issues of social and racial justice into their math classes.

 

RadicalMath.org was relaunched in 2021.

FOUNDER.

Jonathan Osler began his teaching career at El Puente Academy for Peace and Justice in Brooklyn, NY on September 11, 2001. There he authored and co-created dozens of math units that integrated issues of social and racial justice, launching RadicalMath as a hub for math educators worldwide to access and share similar resources. 

Since then Jonathan has served as a math coach, high school principal, teacher educator at the undergraduate and graduate level, and has led several educational nonprofits. He's also been deeply involved in organizing other white parents to advance educational equity in Oakland, CA in partnership with people of color-led organizations. Jonathan has helped raise tens of millions of dollars for educational programs, is a published author, and remains active developing racial justice-centered math curriculum. 

Learn more about Jonathan here.

GUIDING BELIEFS.

Math Literacy is a Civil Right


We believe that math literacy is a civil right, and that our nation's failure to provide students, especially low-income youth of color, with a high-quality math education, is a form of systemic oppression.




Math Education should be Joyful, Rigorous, Equitable, and Relevant


We are committed to cultivating classrooms that are joyful, rigorous, and relevant. We aspire to create learning environments that are nurturing for all students, that celebrate different cultures, histories, and styles of learning, and that reflect the inclusive societies we are trying to forge through our own lives and teaching practices.




Math is a Powerful Tool to Examine and Address Systems of Oppression


We believe that mathematics, and the STEM fields more broadly, can and should be a tool for young people to critically examine the manifestations of racism, white supremacy, racial capitalism, and other forms of oppression and discrimination in our communities. We provide our students with opportunities to build and apply their mathematical knowledge in order to address these injustices, seek redress, and build power for communities that have been disenfranchised and dispossessed of resources.




Students Can Develop Math Fluency through Justice-Centered Contexts


We believe that it is possible to teach math through a racial/social justice lens while addressing standards and preparing students for gatekeeper tests.