Using 4 Learner-Centered Routines to Build Positive Math Identity in Equitable Classrooms

Using 4 Learner-Centered Routines to Build Positive Math Identity in Equitable Classrooms

Every person is a “math person” and using learner-centered routines can support students in seeing themselves as doers of mathematics. This article, the second of a two-part series, shares how’s and why’s of four learner-centered routines that provide opportunities for students to build positive math identity by creating space for voice, agency, and actually doing mathematics.

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Every Student Needs High Cognitive Demand Instruction

Every Student Needs High Cognitive Demand Instruction

Disrupting inequitable practices, examining biases, creating inclusive and sustainable school environments for students, and finding and cultivating the assets and interest that every student brings to school are part of what is needed for all students to develop to their full potential in and out of school.

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Engaging Emergent Bilingual Students in Daily Academic Talk

Engaging Emergent Bilingual Students in Daily Academic Talk

English learners (ELs)—or emergent bilinguals (EBs) as educators now refer to these students to remove the deficit stigma from their identity (Garcia et al., 2008)—must engage in academic conversations every day to gain access to the world of knowledge. Their educational mission is the simultaneous acquisition of knowledge and English.

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