, thank you for joining us for day 8. Black History Month is not limited to English or social studies. Mathematics has always been part of Black history through problem solving, design, innovation, and real world application. Math class is a natural place to highlight these connections and help students see that mathematics is part of our shared human story.
Highlighting Black Mathematicians
- Katherine Johnson whose work in orbital mechanics supported space travel
- Gladys West whose mathematical modeling made GPS possible
- David Blackwell a pioneer in probability theory and statistics
- Euphemia Lofton Haynes the first Black woman to earn a PhD in mathematics
- Elbert Frank Cox the first Black person in the world to earn a PhD in mathematics
- Benjamin Banneker whose mathematical skills supported early engineering and astronomy
A personal note from me
As a math teacher I have noticed that history is often missing from our math curriculum. Too many lessons focus only on procedures and isolated skills instead of how mathematics has been used by people to solve real problems and shape the world.
Black History Month highlights how much opportunity we miss when math is taught without context. Mathematics is embedded in culture, design, engineering, and innovation. When we intentionally bring history into math class, we create instruction that is more authentic, more meaningful, and more connected to how math actually exists in the world.
Computational Modeling and Global Systems
Black mathematicians have applied complex logic to modern technology. Gladys West used mathematical modeling and data analysis to create an accurate model of the Earth's shape. This math made GPS possible. Katherine Johnson used geometry and orbital mechanics to calculate the trajectories that sent humans to the moon.
These applications show students that math is a language used to navigate both the physical world and outer space. It requires precision, critical thinking, and a willingness to solve problems that have never been solved before.
Entrepreneurship, Community, and Mathematics
The stories of Maggie Walker and Madam C.J. Walker show how mathematics plays a critical role in entrepreneurship and community building. Their work required planning, financial decision making, and understanding growth over time. These are mathematical ideas that fit naturally into math class.
Students can use details from these stories to explore how math supports real decisions related to money, scale, and sustainability.
Math ideas students can explore
- Representing membership growth in tables or graphs using IOSL data
- Calculating increases and comparing values over time
- Modeling how saving small amounts adds up over time
- Exploring the math behind running a bank or department store
- Using proportional reasoning to think about business growth
Questions that promote mathematical thinking
- What math decisions were needed to grow these organizations
- How does math support economic independence
- Where do you see similar math decisions being made today
The Mathematics of Self-Similarity
Many students learn about fractals as a modern math idea, but recursive geometry has roots in African cultures that date back centuries. This is called self-similarity, where a small part of a shape looks like the whole shape. This logic is used in the layout of villages, the weaving of textiles, and even the braids in people's hair.
By studying the mathematical patterns at the heart of Black history, students can see how recursion is used to organize space and information. This is not just art. It is a sophisticated system of scaling and geometric transformation that represents deep cultural values of community and growth.
Analyze recursive African design patternsClassroom Activity: The Recursive Design Challenge
This activity includes a lesson on the math of fractals and uses Padlet to facilitate peer to peer inquiry. Padlet is used to make student thinking visible so peers can analyze question and refine mathematical reasoning.
The Lesson: Understanding Recursion
A fractal is created by repeating a simple process over and over. This is called recursion.
1. The Seed: Start with a base shape such as a triangle or a line.
2. The Rule: Apply a geometric transformation such as divide each side by three and replace the middle with a smaller triangle.
3. The Iteration: Repeat that rule on every new part of the shape.
Step 1: Identify the rule
Students look at patterns in the African Patterns gallery and identify the seed shape and the rule being used.
Step 2: Model on Padlet
Each group uploads an image of their pattern and labels the seed and the rule using plain language.
Step 3: Extend the pattern
Students draw the next iteration and explain how they know it follows the rule.
Evaluate: Quick reflection
- How did identifying the rule help you predict the next step
- Where do you see patterns like this outside of math class