ABOUT NTH EDUCATION PARTNERS

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ABOUT NTH EDUCATION PARTNERS :

OUR MISSION

We’re on a mission to disrupt injustice in mathematics education. We aim to co-create learning spaces within nepantla to transform and humanize mathematics education for everyone.

OUR VISION

We envision a future where every young person, especially those from systematically oppressed backgrounds, sees themselves as capable and empowered in math. Our goal is to support this by delving into teachers' identities, practices, and pedagogy, fostering critical consciousness in the context of systemic oppression.

WHAT IS DISRUPTING INJUSTICE IN MATH EDUCATION?

Disrupting injustice means challenging, interrupting, and dismantling belief systems, policies, and structures that uphold systems of oppression. We are committed to revolutionizing math education by creating a student-centered math education, where everyone’s knowledge, voice and experience is valued. Particularly, those from historically oppressed communities that have been traditionally silenced.

Ready to start?

A Nahuatl (“Aztec” language) term connoting in between or a reference to the space of the middle.  In other words, it is the space of uncertainty, tension between truths, and "grey area".  As mathematics teachers, we can learn in this space by reexamining our beliefs and questioning oppressive structures and practices.  We assert that growing in Nepantla helps us form critical perspectives to better prepare our students.

NEPANTLA

At our organization, we are passionately committed to transforming spaces within mathematics education. We strive to replace oppressive conditions with environments that are safe, nurturing, and conducive to learning. We believe in co-creating brave learning spaces for growth and encouraging students to explore, innovate, and develop an authentic mathematical identity, to reclaim their power and become agents of change.

TRANSFORM

HUMANIZE

By cultivating joy and honoring the inherent dignity of everyone, we can begin to carve a path for humanizing mathematics education. Traditionally, mathematics has served as a gatekeeper and a measure of inherent value and achievement. Mathematics has been weaponized in our society so far as to people identifying as “not being a math person”, because of the immense shame and judgment they experienced in their math education. Yet, we view mathematics as a tool for liberation and self empowerment. By humanizing each individual’s diverse learning process, we aim to make mathematics more accessible, relevant, and enjoyable for everyone.

MEET OUR LEADERSHIP TEAM

  • JERICA JURADO

    Founder and Executive Director of Alignment & Transformation

    Jerica (she/they) is a youth and teacher educator. They have taught mathematics in both middle school and high school settings with systematically oppressed communities on the south and west side of Chicago. Jerica’s work with youth has focused on dismantling the school to prison pipeline, by incorporating culturally relevant pedagogy, transformative justice practices, and circle work to cultivate empathy and community as pillars in mathematics learning.

  • JENNIFER DAO

    Director of Mathematics Pedagogy and Creative Content

    Jennifer (she/her) is a National Board Certified Teacher (AYA math), having taught middle school mathematics and currently teaches high school mathematics. She served as 5-8 Director on the Illinois Council of Teachers of Mathematics (ICTM) Board. Her work centers around fostering student self efficacy through honoring identities, and actively connecting student passions with mathematics while navigating systems in education.

  • CHANEL KEYVAN

    Director of Strategy & Operations

    Chanel (she/her) has served as an assistant principal and high school math teacher in Illinois. Her areas of expertise include inclusive instruction, schoolwide systems and processes, and culturally-informed approaches to learning. Her work focuses on developing methods that go beyond binary approaches to humanize diversity, equity, and inclusion efforts, while prioritizing the development of sustainable communities and authentic identities.

  • ESTHER SONG

    Advisor for Teacher Professional Development

    Esther (she/her) is the co-author of Disrupting Injustice: Navigating Critical Moments in the Classroom. She has served as the district mathematics manager at Chicago Public Schools and as a high school math teacher. She has also been on the publishing committee for the National Council of Teachers of Mathematics. Her work is centered around rehumanizing math classrooms, focusing on student and teacher identity.