Federico Ardila-Mantilla, a mathematician from Colombia, had a unique journey to academic success. Despite being an underperforming student in high school, he applied to MIT and was accepted on scholarship. His time at MIT was intellectually stimulating, but he often felt isolated due to his introversion and being part of a minority group. This experience resonated with his Black, Latino, and women students who also felt excluded and isolated in their academic pursuits. Studies have shown that ethnic and racial minority students in STEM fields often experience isolation and discrimination.
Ardila noticed a pattern among his students and decided to address the issue by creating a new kind of math environment in his classroom. He began by reimagining math culture and implementing a class agreement that encouraged active participation and support among students. He also changed his language to avoid discouraging students and emphasized that difficult experiences are a part of the learning process.
Additionally, Ardila created a more inclusive environment by encouraging students to bring their true selves to math. He played music in the classroom and invited students to bring music of their choice. He also incorporated cultural elements into his lessons, such as exploring the optimal shape of a can using cans of food from different cultures. This allowed students to connect their identities and cultures with math in a meaningful way.
To expand the sense of community, Ardila established a collaboration between San Francisco State University and the Universidad de los Andes in Colombia. This collaboration allowed students from both institutions to work together and learn from each other’s strengths. Ardila also organized a math conference in Colombia that brought together participants from 20 countries, fostering a sense of connection and support in the math community.
Ardila’s approach to math education went beyond traditional tests and problem-solving skills. He assigned open-ended problems that reflected the actual practice of science, allowing students to showcase different strengths and perspectives. This approach led to remarkable projects, such as a student of Mexican and Indigenous descent recreating the Chichén Itzá temple of Kukulcán, showcasing the mathematical principles behind the structure and its serpent-like shadow.
Overall, Ardila’s efforts have created a more inclusive and supportive math environment, where students from diverse backgrounds can thrive and excel. By incorporating cultural elements, fostering collaboration, and valuing different strengths, he has shown that math education can be transformative when students see themselves reflected in the curriculum.
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