Based on S. Katz’ learning exchange videos, develop your own Theory of Action statement of how you plan to approach teaching Science and Math in the form of an if-then statement. – This is the prompt from which the following was conceived:

If science is how we make sense of the world, then all students deserve access to it. If all students have access to science, then we are obligated to teach them to critically evaluate information. If all students are taught to critically evaluate information, then all teachers must have an understanding of the biases within their lens. If all teachers are aware of the biases within our lens, then all teachers are responsible for remediating those biases. If all teachers work to remediate their biases, then all teachers must be actively engaged in anti-racist, anti-misogynist, anti-ableist learning with regards to science and research. If all teachers are engaged in this bias confronting work, then they will create lessons that reflect anti-oppressive pedagogies. If we create lessons that reflect anti-oppressive pedagogies, then all students are afforded access to science. If all students have access to science, then they are given the opportunity to use their newly refined, clarified, and critically evaluated knowledge to make sense of the world around them.

What follows, is that the building blocks of understanding science at least as it is framed and developed in eurocentric societies, is mathematics – number sense and statistics. If students are to make sense of their world via statistics, measurements, and patterns, then we must ensure they understand the principles that underlie the conclusions being drawn. If we want students to understand mathematical conclusions, then we must teach them to understand graphs, formulas, and what they tell us. If we want students to understand what graphs and formulas tell us, then we must teach them when and how to use them. If students need to know when and how to use graphs, formulas, and statistics, then they need to have number sense and an understanding of how to add, subtract, multiply, divide, find percentages, find different types of averages, and calculate patterns whether they present themselves in lines or curves. If we want students to have all of these technical mathematical skills, then we must teach them the building blocks, the math facts, the information identification skills, and the why of their learning. If we want to ensure they understand the basics and the why, then we must make math relevant to them. If we make math relevant to them, then students will always understand how math can be used to describe their world. If students understand how math can be used to describe their world, and how science can be used to make sense of those descriptions, then students have the power to use that information to shape their world critically and lovingly.