Check out four of our top math articles from the archives! They offer insights and practical suggestions for making math classrooms more equitable learning spaces for students.
You wouldn’t want to be at a job where you had no say on what happens, how it happens, or why it happens. So why wouldn’t students want the same? By inviting student voice into your school, you’re building accountability and credibility with the students you serve.
IFL partner Todd County, South Dakota serves nearly an entirely Indigenous student population. However, their teachers do not reflect that population. To bridge that gap, they are putting their students’ culture at the center of their education.
Fueled by the COVID-19 pandemic, hate crimes against Asian Americans are on the rise. Dr. Virginia Loh-Hagan describes the historical context for this problem and some actions educators can take to combat anti-Asian hate in their schools and classrooms.
Are You “Wishing” Math Content Knowledge Into Your Students? 6 Questions to Ask Yourself to Find Out
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!
Students are more engaged when they see themselves in the books they read. IFL partner, Syracuse City Schools, has worked to better represent all their students by expanding their multicultural libraries on a global scale.
Comprehension work is critical work when we engage students with a text. Understanding and enacting the steps for planning a high-level comprehension task will help teachers provide students instructional opportunities that set every student up for success.
Never doubt the big impact something small can create. A tiny acorn grows into a towering tree, providing air for the world around it to breathe. A flicker of ember being carried by the wind can spark a towering inferno. And then there is Executive Director Rosita Apodaca, who announced her retirement after 22-years with the IFL and a lifetime of inspiring students and fighting to ensure that each and every child are given a fulfilling educational experience.
Creativity in mathematics abounds at the intersection of belief and practice! When the belief that all learners are doers of mathematics and enter the classroom with valuable lived math experiences intersects with the use of a lesson routine that offers space for students to do the thinking, learners become the creators and authors of the material from which they learn.
“If you cannot read the word problem, you cannot do the math.” This statement is false on many levels! Students who are receiving math instruction in a language other than their native language are doers of mathematics! And as teachers, it is our job to utilize specific strategies that allow every student in each of our classrooms to engage in thinking deeply about the mathematics. In this article we share four strategies for math teachers to use when working with multilingual students who are working on their English skills while also learning math.
A district’s goal for summer reading should be to help students continue to build their independent reading skills and to foster a love of reading. Students who take up summer reading typically have access to compelling books and choice in what they read (Shin & Krashen, 2008). To achieve a reading program with books that engage students, student voice should be central to summer reading lists.
As educators our goals are to inspire, motivate, and empower the students we interact with every day. Can any of these goals be truly accomplished when we have educators in our schools that feel disenfranchised, alone, and unsupported by their colleagues? Becoming an effective educational ally is a journey that requires substantial self-reflection, a strong sense of self-identity, and a willingness to step up and advocate for a colleague.
Representations are windows into student thinking and reasoning. In a time of virtual classrooms, using visual representations is more complex, but as important as ever. If a teacher values students’ thinking, they need to consider how to make it possible for all students to represent that thinking. This article addresses the use of representations and the questions that help students connect representations to deepen understanding of math concepts.
As the need for virtual instruction continues, educators continue to look for ways to make mathematics instruction more equitable and honor students’ abilities and backgrounds. In this article, we examine three teaching practices that work in virtual spaces and offer six strategies for keeping every student invested and advancing in their conceptual understanding.
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.
A story about the art of teaching and the process of translating and refining practice to ensure rigorous learning opportunities for students through collaboration and productive talk.
Many educators name student agency as something they want to work to develop within their schools and classrooms. But what is student agency? And, more importantly, what can we as educators do to foster student agency?
In her article “Framing Equity: Helping Students ‘Play the Game’ and ‘Change the Game’” (2009), Rochelle Gutiérrez lays out the four key dimensions of equity: Access, Achievement, Identity, and Power, which sit on two axes. Access and Achievement create the dominant axis, and Identify and Power create the critical axis.
Learning Forward and the National Commission on Teaching & America’s Future conducted interviews with teachers and school administrators to understand the disconnect between professional learning that teachers need and want and what they actually experience.
We are privileged to live at a time with many resources and technologies that exist to aide educators, but sometimes these advancements can carry an ironic cost: They can be distracting to the basic aims of education.