Multimodal Mathematics

What occurs when learners do not see themselves in the curriculum they encounter? The symbolic world created through media defines societal values, issues, and status; this symbolic world can support or challenge existing hegemonic structures of society. Without diverse and inclusive pedagogy, people, groups, or communities whose stories are not told or whose stories are limited, face the risk of societal erasure. In contrast to a one-size-fits-all approach to curriculum and instruction, culturally responsive pedagogy recognizes cultural background as one factor that can shape how students learn and engage differently within educational spaces, and it seeks curricular content, instructional techniques, and community-building strategies.


When visual and literary storytelling is consciously embedded into all subject areas and considers diversity, such as race, gender, and ability, the impact of storytelling within the classroom can be transformative. A culturally-responsive curriculum coupled with best teaching practices can transform the classroom into a holistic learning environment that centers on the humanity of the learners.


The purpose of the Multimodal Mathematics: Storytelling, Interactivity and Cultural Relevance (Multimodal Math) Research Lab is to provide an interdisciplinary and collaborative research environment that brings together scholars, practitioners, and educators in mathematics, creative writing and art, and design to position multimodal social justice storytelling as an active element of mathematics education. This creative research is the co-construction of a middle grades mathematics curriculum with the communities it serves at its core.

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We collaborate with researchers, government entities, profit and non-profit organizations, and educational institutions that share that vision. We actively seek partnerships and value synergetic contributions to our creative community.