{"id":405729,"date":"2026-04-10T14:32:02","date_gmt":"2026-04-10T18:32:02","guid":{"rendered":"https:\/\/www.yorku.ca\/yfile\/?p=405729"},"modified":"2026-04-12T22:37:24","modified_gmt":"2026-04-13T02:37:24","slug":"york-researcher-rethinks-math-education-for-black-students","status":"publish","type":"post","link":"https:\/\/www.yorku.ca\/yfile\/2026\/04\/10\/york-researcher-rethinks-math-education-for-black-students\/","title":{"rendered":"York researcher rethinks math education for Black students"},"content":{"rendered":"\n

For Molade Osibodu<\/strong>, creating what she calls \u201cliberatory futures\u201d begins in the mathematics classroom.<\/h3>\n\n\n\n
<\/div>\n\n\n\n

An associate professor of math education at 快播视频\u2019s Faculty of Education<\/a>, Osibodu focuses her research on how Black students experience math and how education systems can better support equity.<\/p>\n\n\n

\n
\"Molade
Molade Osibodu<\/figcaption><\/figure>\n<\/div>\n\n\n

\u201cI want Black learners who enter a mathematics classroom to be fully, completely themselves instead of feeling like they don\u2019t belong,\u201d says Osibodu, who is keenly aware of the persistent and unfounded stereotypes about Black learners\u2019 abilities in math \u2013 and how those beliefs intersect with Canada\u2019s colonial legacy and history of immigration.<\/p>\n\n\n\n

Osibodu\u2019s teaching experience across three continents has fuelled her interest in and passion for addressing challenges faced by Black students in Canada. Before joining York, she taught secondary school mathematics in South Africa and later taught mathematics and mathematics education courses in the U.S. and Canada. Her research has since documented a range of obstacles faced by Black students in Canadian classrooms.<\/p>\n\n\n\n

\u201cIt\u2019s impossible to look at course syllabi without realizing that it\u2019s important for equity to be at the core of the teaching practice,\u201d she says. \u201cMy ultimate goal is to create math education where Black learners are thriving.\u201d<\/p>\n\n\n\n

A key aspect of her work is understanding how Black students experience math, which, in Canada, requires knowledge of the population\u2019s demography. As her colleague Carl James<\/strong>, the Jean Augustine Chair in Education, Community and Diaspora at 快播视频, has long emphasized, the Canadian Black community is diverse \u2013 including descendants who arrived via the Underground Railroad, families who immigrated from the Caribbean decades ago and more recent immigrants from sub-Saharan Africa \u2013 leading to a variety of educational experiences.<\/p>\n\n\n\n

\u201cIt\u2019s something I hope to explore,\u201d Osibodu says. \u201cIn the United States, many scholars in mathematics education have studied the racialized experiences of Black learners and can trace these experiences through generations. In Canada, that isn\u2019t the experience of most Africans, who are largely first-generation immigrants with a fairly young population.<\/p>\n\n\n\n

African-born parents tend to be trusting of education systems, she notes. \u201cI want to understand how these parents navigate the mathematics education of their children in the Canadian system. I want to collaborate with and support these parents with more tools to advocate for their children better.\u201d<\/p>\n\n\n\n

Osibodu is also examining how math education can address broader social and economic realities. Together with Alexandre Cavalcante at the Ontario Institute for Studies in Education at the University of Toronto, she has published<\/a> findings from their Social Sciences & Humanities Research Council of Canada Insight Development Grant exploring critical financial literacy among Black youth. The work highlights the importance of teaching financial literacy in response to Ontario\u2019s 2020 mathematics curriculum, which introduced financial literacy expectations.<\/p>\n\n\n\n

The research emphasizes that financial literacy should be taught through a systemic lens (e.g. discussing barriers to financial systems) rather than focusing exclusively on personal responsibility (e.g. budgeting).<\/p>\n\n\n\n

Osibodu\u2019s scholarship often draws on decoloniality as a theoretical and analytical lens, particularly for work directly connected to sub-Saharan Africa. One of her projects<\/a> examined the impact of coloniality through the widespread use of the British-developed Cambridge Assessment International Education curriculum throughout anglophone Africa.<\/p>\n\n\n\n

Across her work, Osibodu returns to the same principle for math education worldwide.<\/p>\n\n\n\n

\u201cIt is imperative for equity to be at the core of a mathematics education practice and to constantly challenge deficit narratives about who belongs and who doesn\u2019t,\u201d Osibodu says. \u201cWe need to be very intentional in pushing against those narratives.\u201d<\/p>\n\n\n\n

With files from Elaine Smith<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

At 快播视频\u2019s Faculty of Education, Molade Osibodu studies how Black learners experience math and what equity-first teaching looks 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