Cynthia White, a 2007–08 Community Action Grant recipient, has big ideas about math. She wants to change students’ realities about their inability to do math. “I don’t want it to be okay to say, ‘I can’t do math.’”
As a math educator, Cynthia applied for an AAUW Community Action Grant and an AAUW Selected Professions Fellowship in 2006. Both panels selected her for the respective rewards, but she could only choose one. Putting her community before herself, Cynthia chose the grant. “The Community Action Grant is more who I am. It was more empowering because it gave me a start to make an impact on my community.” In fact, Cynthia said it was the AAUW grant that made the Arythmetic Jukebox project a reality.
The goal of the project was to use hip-hop, R&B, and pop music to “meet the kids where they are” and to reduce the negative connotations about math. With a bachelor’s degree in math and a master’s degree in curriculum development, Cynthia has been working as a math coach for the past few years. This position allowed her to move between classrooms to see how effective teachers were getting their students motivated about math.
Through inspiration from her daughter, who is a recording artist, Cynthia began to see how music could be used to reach students and get them interested in math. During the grant year, despite various setbacks including a cross-country move from California back to her home state of Michigan and a recording studio partner that went bust, Cynthia was able to record three professional-quality math songs.
Her vision for the future, however, is much more involved. Cynthia hopes to create a visual component to accompany the songs. She also plans to create solid curriculum plans that teachers can use to integrate the songs into classroom lessons. Reflecting back over the AAUW grant year and what she was able to accomplish, Cynthia said this was the pilot stage of a much larger campaign.
Earning the AAUW grant was a validating experience for Cynthia. She said, “Soon after I was awarded the grant, I was driving to the fellow luncheon. I remember it was a beautiful day, and I felt so empowered. The women at the meeting were engaged and asked lots of questions. When I walked out, I felt even more powerful.” Cynthia now hopes to take that sense of empowerment and pass it on to students about their ability to do math. “Just as AAUW shifted my reality, I hope to shift their reality.”
Cynthia, a great initiative. I recall our days in Geometry talking theorems and proofs in part of our regular conversations just to reinforce the topics we were working on. Some folks will make it happen for them selves, and some need a little more coaching to get on their way. I admire you not just turning off those students that are not completely interested, or that find math difficult; but that you see the value they will gain by building their mathematical skills and are working to communicate with them. Keep up the good work and maintain your dedication to provide teachers and students positive options.
VR/
Anthony,
I appreciate you taking the time to read about the project and provide me with feedback. I believe there is so much reward and value in shifting paradigms around the ability to learn and teach math and, anything else, for that matter.
Again, thank you so much for your thoughts.
Cynthia
This is a great idea, and I wish I had more educators like you during my grade school years. Some teachers attempted to incorporate some type of math song (when they “rapped” for us, we just laughed at them) or encouraged us to do put together songs or poems for extra credit. I think professionally produced songs are a much better idea and I wish you and your students further success.
Christina,
Thank you so much for the feedback. You are too funny! See, it is quite clear to me that I am no singer nor am I a rapper! So, I keep it 100% real. We let the pros do what they do. But, again, your words are very reinforcing.
I am in and would love to learn more.
Deborah Jenkins you are awesome! Hope to see you soon.