While there has been a tremendous amount of schooling loss, students maintain unique funds of knowledge valuable to math classrooms. This article looks at three practices that work in combination to foster safe, student-centered learning environments as students return to school having unique and varied lived experiences.
Too often we hear the suggestion to pre-teach math terms to multilingual students, an action that prefences memorization over meaning making. Though well intended, this approach limits opportunities for students to engage in sense making of the mathematical concepts and relationships they are studying. There is a better and more equitable way! This article shares four pedalogical choices that foster student success in the math classroom while positioning multilingual learners as leaders.
What does it mean to “wish mathematical knowledge” into your students? If reading the title of this article makes you pause, you might be doing it. Take the quiz to find out!
Changing the system changes the outcomes is the premise by which one school approached reorganizing their resources to maximize mathematics interventions. This meant getting everyone on board to increase and improve mathematical understanding for all learners. This article is the second of a two-part series the explores one school’s efforts to change their system of mathematics intervention to better meet the needs of every student (and every teacher) across all tiers of instruction.