In this manuscript, I reflect on the redesign of my graduate elementary mathematics methods course—a redesign necessitated by the pandemic and the shift to online learning that created an opportunity to make equity and antiracism central to the course. I describe my earlier, unsuccessful attempt to add equity as a course topic—an “additive approach” to antiracist pedagogy (Kishimoto, 2018). I then reflect on my Fall 2020 iteration of the course, in which changes to course goals, content, and assessments allowed for an integrated approach to antiracism and equity, working towards TODOS’ (2020a) call to prioritize antiracism in mathematics teaching and learning.
Nicole Fletcher (Mon,) studied this question.