4 Effective Communication Strategies in Multilingual Math Classrooms

4 Effective Communication Strategies in Multilingual Math Classrooms

“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.

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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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