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| 5 equity based math practices: The Impact of Identity in K-8 Mathematics Learning and Teaching Julia Aguirre, Danny Bernard Martin, 2013 Each teacher and student brings many identities to the classroom. What is their impact on the student’s learning and the teacher’s teaching of mathematics? This book invites K–8 teachers to reflect on their own and their students’ multiple identities. Rich possibilities for learning result when teachers draw on these identities to offer high-quality, equity-based teaching to all students. Reflecting on identity and re-envisioning learning and teaching through this lens especially benefits students who have been marginalized by race, class, ethnicity, or gender. The authors encourage teachers to reframe instruction by using five equity-based mathematics teaching practices: Going deep with mathematics; leveraging multiple mathematical competencies; affirming mathematics learners’ identities; challenging spaces of marginality; and drawing on multiple resources of knowledge. Special features of the book: Classroom vignettes, lessons, and assessments showing equity-based practices Tools for teachers’ self-reflection and professional development, including a mathematics learning autobiography and teacher identity activity at nctm.org/more4u Suggestions for partnering with parents and community organisations End-of-chapter discussion questions |
| 5 equity based math practices: The Five Practices in Practice [Elementary] Margaret (Peg) Smith, Victoria Bill, Miriam Gamoran Sherin, 2019-08-14 Take a deep dive into the five practices for facilitating productive mathematical discussions Enhance your fluency in the five practices—anticipating, monitoring, selecting, sequencing, and connecting—to bring powerful discussions of mathematical concepts to life in your elementary classroom. This book unpacks the five practices for deeper understanding and empowers you to use each practice effectively. • Video excerpts vividly illustrate the five practices in action in real elementary classrooms • Key questions help you set learning goals, identify high-level tasks, and jumpstart discussion • Prompts guide you to be prepared for and overcome common challenges Includes planning templates, sample lesson plans and completed monitoring tools, and mathematical tasks. |
| 5 equity based math practices: Five Practices for Orchestrating Productive Mathematics Discussions Margaret Schwan Smith, Mary Kay Stein, 2011 Describes five practices for productive mathematics discussions, including anticipating, monitoring, selecting, sequencing, and connecting. |
| 5 equity based math practices: Strengths-Based Teaching and Learning in Mathematics Beth McCord Kobett, Karen S. Karp, 2020-02-27 This book is a game changer! Strengths-Based Teaching and Learning in Mathematics: 5 Teaching Turnarounds for Grades K- 6 goes beyond simply providing information by sharing a pathway for changing practice. . . Focusing on our students’ strengths should be routine and can be lost in the day-to-day teaching demands. A teacher using these approaches can change the trajectory of students’ lives forever. All teachers need this resource! Connie S. Schrock Emporia State University National Council of Supervisors of Mathematics President, 2017-2019 NEW COVID RESOURCES ADDED: A Parent’s Toolkit to Strengths-Based Learning in Math is now available on the book’s companion website to support families engaged in math learning at home. This toolkit provides a variety of home-based activities and games for families to engage in together. Your game plan for unlocking mathematics by focusing on students’ strengths. We often evaluate student thinking and their work from a deficit point of view, particularly in mathematics, where many teachers have been taught that their role is to diagnose and eradicate students’ misconceptions. But what if instead of focusing on what students don’t know or haven’t mastered, we identify their mathematical strengths and build next instructional steps on students’ points of power? Beth McCord Kobett and Karen S. Karp answer this question and others by highlighting five key teaching turnarounds for improving students’ mathematics learning: identify teaching strengths, discover and leverage students’ strengths, design instruction from a strengths-based perspective, help students identify their points of power, and promote strengths in the school community and at home. Each chapter provides opportunities to stop and consider current practice, reflect, and transfer practice while also sharing · Downloadable resources, activities, and tools · Examples of student work within Grades K–6 · Real teachers’ notes and reflections for discussion It’s time to turn around our approach to mathematics instruction, end deficit thinking, and nurture each student’s mathematical strengths by emphasizing what makes them each unique and powerful. |
| 5 equity based math practices: Mathematics for Equity Na’ilah Suad Nasir, Carlos Cabana, Barbara Shreve, Estelle Woodbury, Nicole Louie, 2014-12-04 In this book, nationally renowned scholars join classroom teachers to share equity-oriented approaches that have been successful with urban high school mathematics students. Compiling for the first time major research findings and practitioner experiences from Railside High School, the volume describes the evolution of a fundamentally different conception of learners and teaching. The chapters bring together research and reflection on teacher collaboration and professional community, student outcomes and mathematics classroom culture, reform curricula and pedagogy, and ongoing teacher development. Mathematics for Equity will be invaluable reading for teachers, schools, and districts interested in maintaining a focus on equity and improving student learning while making sense of the new demands of the Common Core State Standards. Book Features: Core principles of an equity-centered mathematics program. Examples of how to focus and organize the collaborative work of a math department to develop a shared pedagogy. Student experiences with an equity pedagogy that focuses on building perseverance, flexibility in thinking, and deep conceptual understanding. Connections between reconceptualizing learners and teaching, and achieving deep mathematics learning and equitable outcomes. Contributors include: Jo Boaler, Ilana Seidel Horn, Judith Warren Little, and Rachel Lotan. “Mathematics for Equity provides a kaleidoscopic view, in the voices of teachers, researchers, and students themselves, of one of the nation’s most ambitious and successful attempts at teaching mathematics for equity. It shows what it takes to create a climate that supports students and teachers in engaging in meaningful mathematical activity—and, alas, how vulnerable such environments are to the wrong kinds of ‘accountability.’ Read it and learn.” —Alan H. Schoenfeld, University of California at Berkeley “Want to fix what's wrong with mathematics instruction in your school? Read this book with your colleagues and do what it inspires you to do. Written by the brave teachers and former students who did it, as well as researchers.” —Phil Daro, writing team, Common Core Standards, Strategic Education Research Partnership |
| 5 equity based math practices: Implementing Effective Mathematics Teaching Practices in Kindergarten-grade 5 DeAnn Huinker, 2017 |
| 5 equity based math practices: Principles to Actions National Council of Teachers of Mathematics, 2014-02 This text offers guidance to teachers, mathematics coaches, administrators, parents, and policymakers. This book: provides a research-based description of eight essential mathematics teaching practices ; describes the conditions, structures, and policies that must support the teaching practices ; builds on NCTM's Principles and Standards for School Mathematics and supports implementation of the Common Core State Standards for Mathematics to attain much higher levels of mathematics achievement for all students ; identifies obstacles, unproductive and productive beliefs, and key actions that must be understood, acknowledged, and addressed by all stakeholders ; encourages teachers of mathematics to engage students in mathematical thinking, reasoning, and sense making to significantly strengthen teaching and learning. |
| 5 equity based math practices: Critical Issues in Mathematics Education Bharath Sriraman, Paul Ernest, Brian Greer, 2009-06-01 The word critical in the title of this collection has three meanings, all of which are relevant. One meaning, as applied to a situation or problem, is at a point of crisis. A second meaning is expressing adverse or disapproving comments or judgments. A third is related to the verb to critique, meaning to analyze the merits and faults of. The authors contributing to this book pose challenging questions, from multiple perspectives, about the roles of mathematics in society and the implications for education. Traditional reasons for teaching mathematics include: preparing a new generation of mathematics researchers and a cadre of technically competent users of mathematics; training students to think logically; and because mathematics is as much part of cultural heritage as literature or music. These reasons remain valid, though open to critique, but a deeper analysis is required that recognizes the roles of mathematics in framing many aspects of contemporary society, that will connect mathematics education to the lived experiences of students, their communities, and society in general, and that acknowledges the global ethical responsibilities of mathematicians and mathematics educators. The book is organized in four sections (1) Mathematics education: For what and why? (2) Globalization and cultural diversity, (3) Mathematics, education, and society and (4) Social justice in, and through, mathematics education The chapters address fundamental issues such as the relevance of school mathematics in people's lives; creating a sense of agency for the field of mathematics education, and redefining the relationship between mathematics as discipline, mathematics as school subject and mathematics as part of people's lives. |
| 5 equity based math practices: Engage in the Mathematical Practices Kit Norris, Sarah Schuhl, 2016 Increase student learning with engaging lesson plans and high-level tasks. In this user-friendly guide, mathematics teachers will discover more than 40 strategies for ensuring students learn critical reasoning skills and retain understanding. Each chapter is devoted to a different Standard for Mathematical Practice and offers an in-depth look at why the standard is important for students' understanding of mathematics. |
| 5 equity based math practices: Building Thinking Classrooms in Mathematics, Grades K-12 Peter Liljedahl, 2020-09-28 A thinking student is an engaged student Teachers often find it difficult to implement lessons that help students go beyond rote memorization and repetitive calculations. In fact, institutional norms and habits that permeate all classrooms can actually be enabling non-thinking student behavior. Sparked by observing teachers struggle to implement rich mathematics tasks to engage students in deep thinking, Peter Liljedahl has translated his 15 years of research into this practical guide on how to move toward a thinking classroom. Building Thinking Classrooms in Mathematics, Grades K–12 helps teachers implement 14 optimal practices for thinking that create an ideal setting for deep mathematics learning to occur. This guide Provides the what, why, and how of each practice and answers teachers’ most frequently asked questions Includes firsthand accounts of how these practices foster thinking through teacher and student interviews and student work samples Offers a plethora of macro moves, micro moves, and rich tasks to get started Organizes the 14 practices into four toolkits that can be implemented in order and built on throughout the year When combined, these unique research-based practices create the optimal conditions for learner-centered, student-owned deep mathematical thinking and learning, and have the power to transform mathematics classrooms like never before. |
| 5 equity based math practices: Classroom-Ready Rich Math Tasks, Grades 4-5 Beth McCord Kobett, Francis (Skip) Fennell, Karen S. Karp, Delise Andrews, Sorsha-Maria T. Mulroe, 2021-04-14 Detailed plans for helping elementary students experience deep mathematical learning Do you work tirelessly to make your math lessons meaningful, challenging, accessible, and engaging? Do you spend hours you don’t have searching for, adapting, and creating tasks to provide rich experiences for your students that supplement your mathematics curriculum? Help has arrived! Classroom Ready-Rich Math Tasks for Grades 4-5 details more than 50 research- and standards-aligned, high-cognitive-demand tasks that will have your students doing deep-problem-based learning. These ready-to-implement, engaging tasks connect skills, concepts and practices, while encouraging students to reason, problem-solve, discuss, explore multiple solution pathways, connect multiple representations, and justify their thinking. They help students monitor their own thinking and connect the mathematics they know to new situations. In other words, these tasks allow students to truly do mathematics! Written with a strengths-based lens and an attentiveness to all students, this guide includes: • Complete task-based lessons, referencing mathematics standards and practices, vocabulary, and materials • Downloadable planning tools, student resource pages, and thoughtful questions, and formative assessment prompts • Guidance on preparing, launching, facilitating, and reflecting on each task • Notes on access and equity, focusing on students’ strengths, productive struggle, and distance or alternative learning environments. With concluding guidance on adapting or creating additional rich tasks for your students, this guide will help you give all of your students the deepest, most enriching and engaging mathematics learning experience possible. |
| 5 equity based math practices: Bringing Math Students Into the Formative Assessment Equation Susan Janssen Creighton, Cheryl Rose Tobey, Eric Karnowski, Emily R. Fagan, 2015-01-21 Make formative assessment work for you—and your math students! Finally, formative assessment that adds up! Bringing Math Students Into the Formative Assessment Equation is the ultimate resource for helping teachers implement formative assessment in the middle school mathematics classroom. And it’s much more than that. With this research-based, teacher-tested guide, you won’t just learn effective teaching strategies—you’ll turn your students into self-regulated learners. They’ll monitor and assess their own progress—and communicate to you about it! Features include: A clear and manageable six-aspect instructional model Detailed strategies for helping students own their successes Real-life examples from middle school mathematics teachers Useful resources and a companion website to help you implement formative assessment in your classroom Formative assessment isn’t just for teachers anymore. With the help of this essential resource, you’ll work together with your students toward a common goal of math success. This book is outstanding. I would recommend it to any math educator. The depth of research integrated into practice is extensive and, as a result, it is the most practical book I have come across related to formative assessment and mathematics The self-regulation aspects, as well as the ownership and involvement emphasized in the book, went beyond the traditional cognitive strategies endorsed in most books. Marc Simmons, Principal Ilwaco Middle School, Ocean Beach School District, Long Beach, WA The ideas in this book are brought to life with examples of teachers and students in the classroom. The teacher voices, comments, and quotes lend credibility and are a big component of the book’s strengths as well as the visuals and graphics. Rita Tellez, Math Coordinator Ysleta Independent School District, El Paso, TX |
| 5 equity based math practices: Transforming Mathematics Teacher Education Tonya Gau Bartell, Corey Drake, Amy Roth McDuffie, Julia M. Aguirre, Erin E. Turner, Mary Q. Foote, 2019-08-01 This book builds on the Teachers Empowered to Advance Change in Mathematics (TEACH Math) project, which was an initiative that sought to develop a new generation of preK-8 mathematics teachers to connect mathematics, children’s mathematical thinking, and community and family knowledge in mathematics instruction – or what we have come to call children’s multiple mathematical knowledge bases in mathematics instruction, with an explicit focus on equity. Much of the work involved in the TEACH Math project included the development of three instructional modules for preK-8 mathematics methods courses to support the project’s goals. These activities were used and refined over eight semesters, and in Fall 2014 shared at a dissemination conference with other mathematics teacher educators from a variety of universities across the United States. Chapter contributions represent diverse program and geographical contexts and teach prospective and practicing teachers from a variety of socioeconomic and ethnic backgrounds, in particular providing accounts of supports, challenges, and tensions in implementing equity-based mathematics teacher education. The chapters supply rich evidence and illustrative examples of how other mathematics teacher educators and professional developers might make the modules work for their unique practices, courses, workshops, and prospective teachers/teachers. It promises to be an important resource for offering guidance and examples to those working with prospective teachers of mathematics who want to create positive, culturally responsive, and equity-based mathematics experiences for our nation’s youth. |
| 5 equity based math practices: Teaching Math at a Distance, Grades K-12 Theresa Wills, 2020-10-12 Make Rich Math Instruction Come to Life Online In an age when distance learning has become part of the new normal, educators know that rich remote math teaching involves more than direct instruction, online videos, and endless practice problems on virtual worksheets. Using both personal experience and those of teachers in real K-12 online classrooms, distance learning mathematics veteran Theresa Wills translates all we know about research-based, equitable, rigorous face-to-face mathematics instruction into an online venue. This powerful guide equips math teachers to: Build students’ agency, identity, and strong math communities Promote mathematical thinking, collaboration, and discourse Incorporate rich mathematics tasks and assign meaningful homework and practice Facilitate engaging online math instruction using virtual manipulatives and other concrete learning tools Recognize and address equity and inclusion challenges associated with distance learning Assess mathematics learning from a distance With examples across the grades, links to tutorials and templates, and space to reflect and plan, Teaching Math at a Distance offers the support, clarity, and inspiration needed to guide teachers through teaching math remotely without sacrificing deep learning and academic growth. |
| 5 equity based math practices: Equity-Centered Trauma-Informed Education Alex Shevrin Venet, 2023-09-01 Educators must both respond to the impact of trauma, and prevent trauma at school. Trauma-informed initiatives tend to focus on the challenging behaviors of students and ascribe them to circumstances that students are facing outside of school. This approach ignores the reality that inequity itself causes trauma, and that schools often heighten inequities when implementing trauma-informed practices that are not based in educational equity. In this fresh look at trauma-informed practice, Alex Shevrin Venet urges educators to shift equity to the center as they consider policies and professional development. Using a framework of six principles for equity-centered trauma-informed education, Venet offers practical action steps that teachers and school leaders can take from any starting point, using the resources and influence at their disposal to make shifts in practice, pedagogy, and policy. Overthrowing inequitable systems is a process, not an overnight change. But transformation is possible when educators work together, and teachers can do more than they realize from within their own classrooms. |
| 5 equity based math practices: Answers to Your Biggest Questions About Teaching Elementary Math John J. SanGiovanni, Susie Katt, Latrenda D. Knighten, Georgina Rivera, 2021-08-31 Your guide to grow and learn as a math teacher! Let’s face it, teaching elementary math can be hard. So much about how we teach math today may look and feel different from how we learned it. Today, we recognize placing the student at the center of their learning increases engagement, motivation, and academic achievement soars. Teaching math in a student-centered way changes the role of the teacher from one who traditionally “delivers knowledge” to one who fosters thinking. Most importantly, we must ensure our practice gives each and every student the opportunity to learn, grow, and achieve at high levels, while providing opportunities to develop their agency and authority in the classroom which results in a positive math identity. Whether you are a brand new teacher or a veteran, if you find teaching math to be quite the challenge, this is the guide you want by your side. Designed for just-in-time learning and support, this practical resource gives you brief, actionable answers to your most pressing questions about teaching elementary math. Written by four experienced math educators representing diverse experiences, these authors offer the practical advice they wish they received years ago, from lessons they′ve learned over decades of practice, research, coaching, and through collaborating with teams, teachers and colleagues—especially new teachers—every day. Questions and answers are organized into five areas of effort that will help you most thrive in your elementary math classroom: 1. How do I build a positive math community? 2. How do I structure, organize, and manage my math class? 3. How do I engage my students in math? 4. How do I help my students talk about math? 5. How do I know what my students know and move them forward? Woven throughout, you′ll find helpful sidebar notes on fostering identity and agency; access and equity; teaching in different settings; and invaluable resources for deeper learning. The final question—Where do I go from here?— offers guidance for growing your practice over time. Strive to become the best math educator you can be; your students are counting on it! What will be your first step on the journey? |
| 5 equity based math practices: Culturally Responsive Teaching Geneva Gay, 2010 The achievement of students of color continues to be disproportionately low at all levels of education. More than ever, Geneva Gay's foundational book on culturally responsive teaching is essential reading in addressing the needs of today's diverse student population. Combining insights from multicultural education theory and research with real-life classroom stories, Gay demonstrates that all students will perform better on multiple measures of achievement when teaching is filtered through their own cultural experiences. This bestselling text has been extensively revised to include expanded coverage of student ethnic groups: African and Latino Americans as well as Asian and Native Americans as well as new material on culturally diverse communication, addressing common myths about language diversity and the effects of English Plus instruction. |
| 5 equity based math practices: Figuring Out Fluency in Mathematics Teaching and Learning, Grades K-8 Jennifer M. Bay-Williams, John J. SanGiovanni, 2021-03-02 Because fluency practice is not a worksheet. Fluency in mathematics is more than adeptly using basic facts or implementing algorithms. Real fluency involves reasoning and creativity, and it varies by the situation at hand. Figuring Out Fluency in Mathematics Teaching and Learning offers educators the inspiration to develop a deeper understanding of procedural fluency, along with a plethora of pragmatic tools for shifting classrooms toward a fluency approach. In a friendly and accessible style, this hands-on guide empowers educators to support students in acquiring the repertoire of reasoning strategies necessary to becoming versatile and nimble mathematical thinkers. It includes: Seven Significant Strategies to teach to students as they work toward procedural fluency. Activities, fluency routines, and games that encourage learning the efficiency, flexibility, and accuracy essential to real fluency. Reflection questions, connections to mathematical standards, and techniques for assessing all components of fluency. Suggestions for engaging families in understanding and supporting fluency. Fluency is more than a toolbox of strategies to choose from; it’s also a matter of equity and access for all learners. Give your students the knowledge and power to become confident mathematical thinkers. |
| 5 equity based math practices: Every Math Learner, Grades K-5 Nanci N. Smith, 2017-02-01 Differentiation that shifts your instruction and boosts ALL student learning! Nationally recognized math differentiation expert Nanci Smith debunks the myths surrounding differentiated instruction, revealing a practical approach to real learning differences. Theory-lite and practice-heavy, this book provides a concrete and manageable framework for helping all students know, understand, and even enjoy doing mathematics. Busy K-5 mathematics educators learn to Provide practical structures for assessing how students learn and process mathematical concepts Design, implement, manage, and formatively assess and respond to learning in a standards-aligned differentiated classroom; and Adjust current instructional materials to better meet students' needs Includes classroom videos and a companion website. |
| 5 equity based math practices: Concept-Based Mathematics Jennifer T.H. Wathall, 2016-01-14 Give math students the connections between what they learn and how they do math—and suddenly math makes sense If your secondary-school students are fearful of or frustrated by math, it’s time for a new approach. When you teach concepts rather than rote processes, you show students math’s essential elegance, as well as its practicality—and help them discover their own natural mathematical abilities. This book is a road map to retooling how you teach math in a deep, clear, and meaningful way —through a conceptual lens—helping students achieve higher-order thinking skills. Jennifer Wathall shows you how to plan units, engage students, assess understanding, incorporate technology, and even guides you through an ideal concept-based classroom. Practical tools include: Examples from arithmetic to calculus Inquiry tasks, unit planners, templates, and activities Sample assessments with examples of student work Vignettes from international educators A dedicated companion website with additional resources, including a study guide, templates, exemplars, discussion questions, and other professional development activities. Everyone has the power to understand math. By extending Erickson and Lanning’s work on Concept-Based Curriculum and Instruction specifically to math, this book helps students achieve the deep understanding and skills called for by global standards and be prepared for the 21st century workplace. Jennifer Wathall’s book is one of the most forward thinking mathematics resources on the market. While highlighting the essential tenets of Concept-Based Curriculum design, her accessible explanations and clear examples show how to move students to deeper conceptual understandings. This book ignites the mathematical mind! — Lois A. Lanning, Author of Designing Concept-based Curriculum for English-Language Arts, K-12 Wathall is a master at covering all the bases here; this book is bursting with engaging assessment examples, discussion questions, research, and resources that apply specifically to mathematical topics. Any math teacher or coach would be hard-pressed to read it and not come away with scores of ideas, assessments, and lessons that she could use instantly in the classroom. As an IB Workshop Leader and instructional coach, I want this book handy on a nearby shelf for regular referral – it′s a boon to any educator who wants to bring math to life for students. — Alexis Wiggins, Instructional Coach, IB Workshop Leader and Consultant |
| 5 equity based math practices: Catalyzing Change in High School Mathematics , 2018 Catalyzing Change in High School Mathematics : Initiating Critical Conversations is written for classroom teachers; counselors, coaches, specialists, and instructional leaders; school, district, and state administrators; curriculum developers; and policymakers at all levels with the goal of beginning a serious discussion of the issues for high school mathematics that are outlined in this document.-- |
| 5 equity based math practices: Teaching Math to Multilingual Students, Grades K-8 Kathryn B. Chval, Erin Smith, Lina Trigos-Carrillo, Rachel J. Pinnow, 2021-01-07 Using strengths-based approaches to support development in mathematics It’s time to re-imagine what’s possible and celebrate the brilliance multilingual learners bring to today’s classrooms. Innovative teaching strategies can position these learners as leaders in mathematics. Yet, as the number of multilingual learners in North American schools grows, many teachers have not had opportunities to gain the competencies required to teach these learners effectively, especially in disciplines such as mathematics. Multilingual learners—historically called English Language Learners—are expected to interpret the meaning of problems, analyze, make conjectures, evaluate their progress, and discuss and understand their own approaches and the approaches of their peers in mathematics classrooms. Thus, language plays a vital role in mathematics learning, and demonstrating these competencies in a second (or third) language is a challenging endeavor. Based on best practices and the authors’ years of research, this guide offers practical approaches that equip grades K-8 teachers to draw on the strengths of multilingual learners, partner with their families, and position these learners for success. Readers will find: • A focus on multilingual students as leaders • A strength-based approach that draws on students’ life experiences and cultural backgrounds • An emphasis on maintaining high expectations for learners’ capacity for mastering rigorous content • Strategies for representing concepts in different formats • Stop and Think questions throughout and reflection questions at the end of each chapter • Try It! Implementation activities, student work examples, and classroom transcripts With case studies and activities that provide a solid foundation for teachers’ growth and exploration, this groundbreaking book will help teachers and teacher educators engage in meaningful, humanized mathematics instruction. |
| 5 equity based math practices: Teaching for Thinking Grace Kelemanik, Amy Lucenta, 2022-01-24 Teaching our children to think and reason mathematically is a challenge, not because students can't learn to think mathematically, but because we must change our own often deeply-rooted teaching habits. This is where instructional routines come in. Their predictable design and repeatable nature support both teachers and students to develop new habits. In Teaching for Thinking, Grace Kelemanik and Amy Lucenta pick up where their first book, Routines for Reasoning, left off. They draw on their years of experience in the classroom and as instructional coaches to examine how educators can make use of routines to make three fundamental shifts in teaching practice: Focus on thinking: Shift attention away from students' answers and toward their thinking and reasoning Step out of the middle: Shift the balance from teacher-student interactions toward student-student interactions Support productive struggle: Help students do the hard thinking work that leads to real learning With three complete new routines, support for designing your own routine, and ideas for using routines in your professional learning as well as in your classroom teaching, Teaching for Thinking will help you build new teaching habits that will support all your students to become and see themselves as capable mathematicians. |
| 5 equity based math practices: Improving Access to Mathematics Na'ilah Suad Nasir, Paul Cobb, 2007 Key experts with extensive research and classroom experience examine how the multiple dimensions of race, class, culture, power, and knowledge interact in mathematics classrooms to foster and create inequities. Chapters explore new theoretical perspectives, describe successful classroom practices, and offer insights into how we might develop an effective sociocultural approach to equity in math education. Seeing diversity as an instructional resource rather than as an obstacle to be overcome, this forward-looking volume: Helps us to understand the process by which diverse learners experience mathematics education. Examines the way students’ identities can influence their mathematics learning. Describes mathematics education programs that have demonstrated their success with poor, urban, and rural students of color. Explains why certain teaching and learning interventions are successful. Offers culturally based approaches to mathematics education, including activities for the classroom. |
| 5 equity based math practices: Teaching Money Applications to Make Mathematics Meaningful, Grades 7-12 Elizabeth Marquez, Paul Westbrook, 2007-05-09 GREAT content, GREAT activities, GREAT explanations! —Joyce Deer, Math Teacher, North Pike High School, Summit, MS A valuable addition to the literature on the practical use of mathematics in the real world. This book will contribute to the improvement of monetary connections within secondary mathematics as well as financial literacy in our country. —Edward C. Nolan, Mathematics Department Chair, Albert Einstein High School, Kensington, MD Use real-life money issues to raise students′ mathematical and financial literacy! Research has solidly established the importance of teaching mathematics in contexts that capture student interest and involvement. Weaving real-world financial issues into secondary mathematics instruction, this highly practical book offers teachers engaging ways to infuse personal money management into NCTM standards–based math lessons. Using authentic material from daily life, the authors illustrate instructional strategies that connect required mathematical concepts with basic money matters, giving students a solid understanding of financial realities essential to successful everyday living. This resource meets the expanding demands for equity and accountability and: Relates math to credit cards, paying taxes, stocks & bonds, mortgages, buying a car, and much more Expands teachers′ knowledge of basic financial concepts Provides suggestions for projects to extend the concepts learned Includes a math locator, glossary of money terms, comprehensive index, and summary of formulas This valuable guide gives teachers, math coaches, and curriculum specialists the resources they need to make math come alive in the classroom and to develop financially savvy students. |
| 5 equity based math practices: Teaching Numeracy Margie Pearse, K. M. Walton, 2011-03-23 Transform mathematics learning from “doing” to “thinking” American students are losing ground in the global mathematical environment. What many of them lack is numeracy—the ability to think through the math and apply it outside of the classroom. Referencing the new common core and NCTM standards, the authors outline nine critical thinking habits that foster numeracy and show you how to: Monitor and repair students’ understanding Guide students to recognize patterns Encourage questioning for understanding Develop students’ mathematics vocabulary Included are several numeracy-rich lesson plans, complete with clear directions and student handouts. |
| 5 equity based math practices: Mathematics Learning in Early Childhood National Research Council, Division of Behavioral and Social Sciences and Education, Center for Education, Committee on Early Childhood Mathematics, 2009-11-13 Early childhood mathematics is vitally important for young children's present and future educational success. Research demonstrates that virtually all young children have the capability to learn and become competent in mathematics. Furthermore, young children enjoy their early informal experiences with mathematics. Unfortunately, many children's potential in mathematics is not fully realized, especially those children who are economically disadvantaged. This is due, in part, to a lack of opportunities to learn mathematics in early childhood settings or through everyday experiences in the home and in their communities. Improvements in early childhood mathematics education can provide young children with the foundation for school success. Relying on a comprehensive review of the research, Mathematics Learning in Early Childhood lays out the critical areas that should be the focus of young children's early mathematics education, explores the extent to which they are currently being incorporated in early childhood settings, and identifies the changes needed to improve the quality of mathematics experiences for young children. This book serves as a call to action to improve the state of early childhood mathematics. It will be especially useful for policy makers and practitioners-those who work directly with children and their families in shaping the policies that affect the education of young children. |
| 5 equity based math practices: Count Me In! K-5 Judy Storeygard, 2014-09-09 Between the pressure to meet standards and the overwhelming number of different learning needs of students, planning math lessons has become more complex. In this Judith Storeygard provides proven approaches to understanding the behaviors of children with special needs and effectively teaching all students. Using research-based and field-tested methodology, this book’s teaching strategies include differentiated instruction, with an emphasis on co-teaching between general educators and special educators. Included are examples from teachers who have put these techniques into practice and guidelines for reproducing their successes in your classroom. Key topics include: Strategies for teaching students with autism, ADHD, and various learning disabilities Ways to develop students’ cognitive flexibility How to help learners plan, organize and self-monitor in mathematics class A new focus on mathematical strengths and learning ability rather than on deficits and labels There are numerous resources to help teachers address literacy needs, but few address mathematics. Count Me In! will bring out the full potential in all of your students—and in you as an educator. |
| 5 equity based math practices: Mathematics Teaching and Learning in K-12 M. Foote, 2010-08-18 The continuing gap in achievement between traditionally underserved students (students of color, English learners, and poor children) and their middle-class white peers, however, has provoked questions of the effectiveness of current mathematics teaching practices for meeting the needs of these students. |
| 5 equity based math practices: Rethinking Mathematics Eric Gutstein, Bob Peterson, 2005 In this unique collection, more than 30 articles show how to weave social justice issues throughout the mathematics curriculum, as well as how to integrate mathematics into other curricular areas. Rethinking Mathematics offers teaching ideas, lesson plans, and reflections by practitioners and mathematics educators. This is real-world math-math that helps students analyze problems as they gain essential academic skills. This book offers hope and guidance for teachers to enliven and strengthen their math teaching. It will deepen students' understanding of society and help prepare them to be critical, active participants in a democracy. Blending theory and practice, this is the only resource of its kind. |
| 5 equity based math practices: The On-Your-Feet Guide to Orchestrating Mathematics Discussions Margaret (Peg) Smith, Miriam Gamoran Sherin, 2019-04-15 This laminated, tri-fold (6 page) On-Your-Feed Guide is based on the best-selling 5 Practices for Orchestrating Productive Mathematics Discussions and provides: A brief look at each of the five practices for orchestrating productive mathematics discussions Key questions, tools, and challenges for each practice to consider as you plan and carry out your mathematics lesson Special considerations and helpful hints to think about as you troubleshoot your lessons and assess your implementation of the practices A focus on supporting equity and identity Brief videos with commentary from authors and teachers about each of the five practices |
| 5 equity based math practices: Collective Equity Sonja Hollins-Alexander, Nicole Law, 2021-10-06 This book presents a powerful model for using relational trust, cultural humility, and appreciation of diverse perspectives to build learning communities that collectively uplift all students and all members of the learning community. |
| 5 equity based math practices: High School Mathematics Lessons to Explore, Understand, and Respond to Social Injustice Robert Q. Berry III, Basil M. Conway IV, Brian R. Lawler, John W. Staley, 2020-03-09 Empower students to be the change—join the teaching mathematics for social justice movement! We live in an era in which students have —through various media and their lived experiences— a more visceral experience of social, economic, and environmental injustices. However, when people think of social justice, mathematics is rarely the first thing that comes to mind. Through model lessons developed by over 30 diverse contributors, this book brings seemingly abstract high school mathematics content to life by connecting it to the issues students see and want to change in the world. Along with expert guidance from the lead authors, the lessons in this book explain how to teach mathematics for self- and community-empowerment. It walks teachers step-by-step through the process of using mathematics—across all high school content domains—as a tool to explore, understand, and respond to issues of social injustice including: environmental injustice; wealth inequality; food insecurity; and gender, LGBTQ, and racial discrimination. This book features: Content cross-referenced by mathematical concept and social issues Downloadable instructional materials for student use User-friendly and logical interior design for daily use Guidance for designing and implementing social justice lessons driven by your own students’ unique passions and challenges Timelier than ever, teaching mathematics through the lens of social justice will connect content to students’ daily lives, fortify their mathematical understanding, and expose them to issues that will make them responsive citizens and leaders in the future. |
| 5 equity based math practices: Taking Action Margaret Schwan Smith, Michael D. Steele, Mary Lynn Raith, 2017-05 |
| 5 equity based math practices: Choosing to See Pam Seda, Kyndall Brown, 2021-03-15 Choosing to See: A Framework for Equity in the Math Classroom By Pamela Seda and Kyndall Brown Most of the top jobs for the future require students to have a strong foundational understanding of mathematics. Our failure to mathematically educate most students in general, and students of color in particular, is bad not only for these students individually but also for our society. In Choosing to See, Pamela Seda and Kyndall Brown offer a substantive, rigorous, and necessary set of interventions to move mathematics education toward greater equity, particularly in serving the needs of Black and Brown students, who are underrepresented and underserved as math scholars. The authors' thoughtful ICUCARE equity framework serves as a lens to help teachers see where they are achieving this alignment and where they are not. Through this lens, choosing to see means caring enough about what you see to act. It means accepting that every one of your students can be an expert given the opportunity. It means recognizing negative stereotypes about marginalized students and understanding their effects. It means knowing that your students have rich lives outside the classroom that can inform what you do inside the classroom. And it means recognizing and celebrating their human dimensions, so that all students' strengths, capabilities, and talents can grow. A provocative and practical read! Seda and Brown remind us that equity is not a destination but a journey we take together with our students, their families, and our colleagues. DR. TRENA L. WILKERSON, professor, Department of Curriculum and Instruction, Baylor University, president, NCTM It's one thing to embrace Standards for Mathematics Practices (SMP) but quite another to see the human potential of minoritized children and teach them in ways that ensure they actually succeed. The authors of this book share rich personal stories that not only help teachers to see their students but to also perceive who they are and what they can become. JACQUELINE LEONARD, professor of Mathematics Education, University of Wyoming Choosing to See is the emotional and spiritual journey that all math educators need to embark on wholeheartedly. The book is a timely primer that takes the deep and complex issue of race and systemic bias in the mathematical experiences of Black students and presents them with unflinching clarity and candor. SUNIL SINGH, author of Pi of Life This book helps close the gap between recognizing that we can do more to make math classrooms equitable and actually having a plan for how to do it. Pamela and Kyndall are respected leaders in the mathematics education community and help unpack the problems we may not be aware of as well as solutions for addressing them. ROBERT KAPLINSKY, author of Open Middle Math |
| 5 equity based math practices: Five Practices for Equity-Focused School Leadership Sharon I. Radd, Gretchen Givens Generett, Mark Anthony Gooden, George Theoharis, 2021-02-08 This timely and essential book provides a comprehensive guide for school leaders who desire to engage their school communities in transformative systemic change. Sharon I. Radd, Gretchen Givens Generett, Mark Anthony Gooden, and George Theoharis offer five practices to increase educational equity and eliminate marginalization based on race, disability, socioeconomics, language, gender and sexual identity, and religion. For each dimension of diversity, the authors provide background information for understanding the current realities in schools and beyond, and they suggest disruptive practices to replace the status quo in order to achieve full inclusion and educational excellence for every child. Assuming that leadership to create equity is a unique practice, the book offers * Clear explanations of foundational terms and concepts, such as equity, systemic inequity, paradigms and cognitive dissonance, and privilege; * Specific recommendations for how to build support and sustainability by engaging colleagues and other stakeholders in constructive dialogues with multiple perspectives; * Detailed descriptions of routines and roles for building effective equity-leadership teams; * Guidelines and tools for performing an equity audit, including environmental scans; * A change framework to skillfully transform your system; and * Reflection activities for self-discovery, understanding, and personal and professional growth. A call to action that is both passionate and practical, Five Practices for Equity-Focused School Leadership is an indispensable roadmap for educators undertaking the journey toward an education system that acknowledges and advances the worth and potential of all students. |
| 5 equity based math practices: Principles and Standards for School Mathematics , 2000 This easy-to-read summary is an excellent tool for introducing others to the messages contained in Principles and Standards. |
| 5 equity based math practices: Mine the Gap for Mathematical Understanding, Grades K-2 John SanGiovanni, 2016-10-31 Being an effective math educator is one part based on the quality of the tasks we give, one part how we diagnose what we see, and one part what we do with what we find. Yet with so many students and big concepts to cover, it can be hard to slow down enough to look for those moments when students’ responses tell us what we need to know about next best steps. In this remarkable book, John SanGiovanni helps us value our young learners’ misconceptions and incomplete understandings as much as their correct ones—because it’s the gap in their understanding today that holds the secrets to planning tomorrow’s best teaching. SanGiovanni lays out 160 high-quality tasks aligned to the standards and big ideas of grades K-2 mathematics, including counting and representing numbers, number relationships and comparison, addition and subtraction within 100 and 1000, money and time, and multiplication and division. The tasks are all downloadable so you can use or modify them for instruction and assessment. Each big idea offers a starting task followed by: what makes it a high-quality taskwhat you might anticipate before students work with the task 4 student examples of the completed task showcasing a distinct gap commentary on what precisely counts for mathematical understanding and the next instructional steps commentary on the misconception or incomplete understanding so you learn why the student veered off course three additional tasks aligned to the mathematics topic and ideas about what students might do with these additional tasks. It’s time to break our habit of rushing into re-teaching for correctness and instead get curious about the space between right and wrong answers. Mine the Gap for Mathematical Understanding is a book you will return to again and again to get better at selecting tasks that will uncover students’ reasoning—better at discerning the quality and clarity of students’ understanding—and better at planning teaching based on the gaps you see. |
| 5 equity based math practices: Taking Action Melissa Boston, Frederick Dillon, Margaret Smith, Stephen Miller, 2017 Are you ready to take your teaching to the next level? Taking Action: Implementing Effective Mathematics Teaching Practices in Grades 6-8 offers a coherent set of professional learning experiences designed to foster teachers' understanding of the effective mathematics teaching practices and their ability to apply those practices in their own classrooms. |
| 5 equity based math practices: Embracing Math Deanna Pecaski McLennan, 2020-08-18 Gain confidence in your ability to incorporate math into all aspects of your early learning program. |
Using Inquiry- Based Learning to Change the Way We Teach Math
have learned about math in that particular unit with other knowledge and skills. 5.The Evaluate phase assesses the student’s proficiency. While the 5E model has been generally applied to science learning, STEMscopes released a math curriculum using the model in 2019.
FIVE PRACTICES - ASCD
1703 N. Beauregard St. • Alexandria, VA 22311-1714 USA Phone: 800-933-2723 or 703-578-9600 • Fax: 703-575-5400 Website: www.ascd.org • E-mail: member@ascd.org
An Equity-First Approach to Evidence- Based Teaching Practices
An Equity-First Approach to Evidence-Based Teaching Practices is one of a series of teaching strategy guides published by Every Learner Everywhere for the purpose of highlighting how the three facets of our mission, equity in higher education, digital learning, and evidence-based teaching practices, can be applied in higher educational courses. Our
Student Equity Plan - sccollege.edu
8 Dec 2014 · equity-based curriculum C1.2 Conduct research to determine if any equity group is less likely to enroll in and complete the next course in the ACE, ESL and basic skills sequence. Outcome: Data evaluating equity in terms of student progression through ESL, ACE and English and math basic skills sequence.
GENDER EQUITY IN EDUCATION: MEANINGS AND PRACTICES by …
GENDER EQUITY IN EDUCATION: MEANINGS AND PRACTICES . by . Kate Makely Schechter . B.A., North Carolina State University, 2006 ... math, and science), or differential treatment based on gender, but few, if any, analyze how ... Based on Conrad and Serlin’s (2011) explanation of epistemologies, I accept the constructivist ...
Grading and Reporting for Educational Equity - Great Schools …
systems will not be achieved. This guide is intended to highlight the central practices that schools can use to ensure that their grading and reporting systems help them build a nurturing, equitable, creative, and dynamic culture of learning. The following tenets must be at the core of the school’s grading and reporting practices: Communicate
Evidence-Based Practices in Mathematics for Struggling Students …
100% Math Proficiency High-Quality Ongoing Professional Development High-Quality Ongoing Professional Development. 5 Learning Processes—NMAP-2008 •To prepare students for Algebra, the curriculum must ... "evidence-based practices, mathematics, learning processes, instructional practices, common core standards" ...
5 PRACTICES - University of Wisconsin–Milwaukee
5 PRACTICES For Orchestrating Productive Mathematics Discussions By Margaret S. Smith, Mary Kay Stein ... • US math students are strong in less cognitively demanding tasks : ie solving equations, using formulas ... • If the problem has a context it should be based in reality • The problems should require some decision making for the students.
Promoting Equity and Inclusion using Restorative Practices for …
Restorative Practices-Annotated Bibliography 2018. 5 National Technical Assistance Center on Transition www.TransitionTA.org • The outcomes of these principles include a shared commitment within school wide practices and classroom procedures with the purpose to disrupt inequitable school practices and repair relationships.
Equity Indices Policies & Practices - S&P Global
S&P Dow Jones Indices’ (S&P DJI) equity indices adhere to the general policies and practices covering corporate action treatment, index applications, pricing guidelines, market disruptions, recalculations, and other policies outlined below. However, please note that local market practices may take precedence over general S&P DJI policies &
Instructional Practices Guide - University of California, Los Angeles
Designing for Equity 122 Classroom Vignette: Designing a lesson for a liberal arts mathematics class 124 DP.2. Student Learning Outcomes and Instructional Design 125 ... based practices instructors can use to facilitate meaningful learning for students of mathematics. Professional associations in the mathematical sciences along with state and
Assessment principles and practices—Quality assessments in a …
Section B—IB assessment practices..... 108 What do we mean by a practice? 108 Reporting candidate achievement 108 Roles and responsibilities 114. Integrity of the assessment 120 ... “At risk” based quality checks 191 The final award committee 193 Preparation for release of results 194 Enquiries upon results (EUR), appeals and general ...
Equity-Directed Instructional Practices: Beyond the Dominant …
Rubel Equity-Directed Practices Journal of Urban Mathematics Education Vol. 10, No. 2 70 schools. Finally, I utilize Gutiérrez’s (2007a) equity framework to synthesize the four practices into a pair of dominant and a pair of critical equity-directed practices.
A Pathway to Equitable Math Instruction - Achieve the Core
a research-based resource has been developed using the lens of equity that connects SEAD themes, SMPs, and proposed student and teacher actions. It will also provide many students better access to high-quality math instruction within …
CEEDAR - High-Leverage Practices
High-leverage practices (HLPs) and evidence-based practices (EBPs) when used together can become powerful tools for improving student outcomes. This brief is designed to show the promise of these practices in advancing educator preparation and practice and, subsequently, outcomes for students with disabilities and those who struggle.
2021 Oregon Draft Mathematics Standards
29 Jan 2021 · 1F: Continued Focus on Math Practices and Modeling Reimagining math pathway options that meet the needs of more students will require a focus on content rather than courses that students need for success. It will also require ensuring the Standards of Mathematical Practice are attended to as we accelerate learning.
TITLE I, PART A EVIDENCE- BASED PRACTICES IN INTERVENTION
implementation of a continuum of evidence-based practices to achieve important outcomes for . every student. When MTSS is implemented with fidelity, this prevention-based framework ensures . that schools create the necessary conditions to systematically integrate academic and nonacademic supports to meet the needs of the whole child.
PUTTING EQUITY INTO PRACTICE - Every Learner Everywhere
Equity-Minded Digital Learning Strategy Guide Series Putting Equity Into Practice: Culturally Responsive Teaching and Learning 5 Luyt (2013) similarly recognizes the importance of giving students opportunities to write about their experiences and identity and encourages faculty to …
Internal Student Equity Plan 2023-24 - goldenwestcollege.edu
educational outcomes. Equity initiatives aim to achieve parity in educational outcomes across all groups. • Equity Gap: Equity gaps occur when a subset of students based on characteristics such as race, gender, and abilities have different outcomes compared to other students. A student group may have an equity gap but not be disproportionally ...
Inquiry as an Access Point to Equity in the Classroom - MAA
the question is raised: how do you think we should address equity?” (p. 2). Teaching practices that include active learning have been proposed to address this issue (e.g., ... majoring in math, having a math-based career” (p. 5). Adiredja, Alexander and Andrews-Larson (2015) summarized this description by offering that learning outcomes can ...
A Research-Based Approach - Houghton Mifflin Harcourt
The Mathematical Practices are completely imbedded in the lessons. Teachers who use GO Math! can be assured of meeting the expectations of the Common Core. Beyond this alignment with the content and practices of the Common Core, GO Math! represents a comprehensive system of mathematics instruction that includes multiple instructional approaches,
K 5 INSTRUCTIONAL FRAMEWORK FOR MATHEMATICS
student-centered or problem-based math tasks, direct instruction or focused mini-lessons, and math workshop involving math games and explorations. Student-centered math tasks are inquiry based tasks that stimulate student thinking, begin where students are, and require justification for answers and solution methods. Students
Evidence-based Practices to Promote Inclusion in Today s …
Part of the Disability and Equity in Education Commons, Other Education Commons, and the Special Education and Teaching Commons Recommended Citation Smith, S., Cheatham, G., & Mosher, M. (2020). Evidence-based Practices to Promote Inclusion in Today’s Catholic School.
Math Teachers’ Beliefs, Practices, and Belief Change in …
This study explored math teachers’ beliefs regarding their roles, practices and perceived change in implementing Problem-Based Learning in Qatar’s primary government schools. Multiple sources of qualitative data were generated including metaphors, lesson plans and interviews with seventeen math teachers. Although
Effective diversity, equity, and inclusion practices
experience based on Health Quality Ontario’s Quadruple Aim (“people caring for people”). Based on learnings/experiences, the top three successful practices from the organization’s DEI strategy have been outlined in this article. Introduction Demographics in Canada, …
ADA Compliant 2FWREHU 2022 Utah’s PK–12 MATHEMATICS …
5. Use appropriate tools strategically 6. Attend to precision 7. Look for make use of structure 8. Look for and express regularity in repeated reasoning (USBE, 2016) When the Teaching Practices and the Standards for Mathematical Practice are integrated with the Equity Based Practices students are able to build positive
Developmentally Appropriate Practice - NAEYC
when educational practices are not responsive to their developmental, cultural, and linguistic characteristics. 5. This position statement is based on NAEYC’s core values and beliefs, which underscore the fundamental right of each and every child to live in a society dedicated to helping them achieve their full potential.
Increases in Medicare Spending and Use after Private Equity …
7 Aug 2023 · claims data. Retina practices acquired by PE between 2016 and 2019 were matched to up to 3 non-PE (control) practices based on characteristics before acquisition. Private equity-acquired practices were compared with matched control practices through 6 quarters after acquisition using a difference-in-differences event study design.
EXPLORING EQUITY ISSUES - ed
support trauma-informed teaching practices in their schools, for example, on how to modify curriculum or classroom management techniques to address the needs of students. Bite-sized learning opportunities with frequent breaks can minimize feelings of anxiety, even if this means tackling math worksheets three problems at a time.
PUTTING EQUITY INTO PRACTICE - Every Learner Everywhere
themselves, their practices, their communities, and their futures which can positively impact institutional key performance indicators such as retention, attrition, and graduation rates. Institutions also benefit when faculty evolve their practices based on their own engagement in equity-minded professional learning.
Endorsing Equity in Math Education - storage.googleapis.com
foundation for the RotL as a framework that promotes equity by beginning with what students know about mathematics. First, I brie@y detail some known issues of equity that exist in schools and mathematics classrooms as well as some strategies that promote equity for all students to learn mathematics. 9en I describe how
Evidence-based teaching practices - Department of Education
Evidence-based teaching practices This report provides a summary of the recommended course content for initial teacher education (ITE) based on the research evidence base. The recommendations align with the graduate teacher standards and focus on three key areas of evidence-based teaching practices: the brain and learning, effective
Everyday Mathematics and the Standards for Mathematical Practice
Grade 5 Unit 1 page 47 Grade 5 Unit 2 page 50 Grade 6 Unit 1 page 53 Grade 6 Unit 2 page 58. 2 Introduction The Common Core State Standards for Mathematics (CCSS-M) includes both ... framework for instruction in mathematical practices similar to the framework for mathematical skills and understandings provided by the Everyday Mathematics
A Framework for Reflecting about Equity in the Investigations ...
confident about their math or communication skills and those who opt to stay on the periphery [Implementing Investigations in Grade X, p. 52].” Having one’s ideas taken seriously and taken up publicly supports students’ identity and agency as mathematicians. Connections to Key Frameworks EQUITY-BASED PRACTICES (AGUIRRE ET AL., 2013)
Improving Learning for All Students Through Equity-Based …
Reading and Math Achievement Jeong Hoon Choi, PhD1, Jessica M. Meisenheimer, PhD1, ... model for increasing equity-based inclusive education practices while enhancing student reading and math achievement for all students. A 3-year quasi-experimental comparison group analysis using latent growth modeling (LGM) was used with
Learning to Leverage Children’s Multiple Mathematical Knowledge …
Learning related to children’s home, cultural, and community-based knowledge and experiences. Research has also begun to explore teachers’ (and to a lesser extent PSTs’) understandings and practices related to children’s home, cultural, and commu-nity-based experiences and practices, or their funds of knowledge (Civil, 2002, 2007;
Equity-focused PBIS Approach Reduces Racial Inequities in
We developed a multicomponent intervention approach based on (a) elements of PBIS that are most strongly related to racial equity in school discipline, (b) a theory of the operation of implicit bias in school discipline decision making, and (c) research on increasing fidelity of school-based interventions (McIntosh, Girvan, et al., 2018).
CHATER P Introducing the Five Practices - National Council of …
10 5 Practices for Orchestrating Productive Mathematics Discussions, Second Edition 2. monitoring students’ actual responses to the tasks (while students work on the tasks in pairs or small groups); 3. selecting particular students to present their mathematical work during the whole-class discussion;
5 elements of a relevant curriculum paper - Aspirations
5. Equity Equity is recognizing and honoring the individualized attributes of students (culture, race, ethnicity, religion, disability status, class, sexual orientation, and gender identity) and eliminating practices that prevent students from reaching their full potential. As students
Equity aligned practices in Montessori math
students into groups based on notions of their abilities in mathematics. These math groups have at the extremes used labels such as “low-achieving” and “high-achieving” or “gifted math stu-dents” and “remedial math students.” The idea is that such groups enable the teacher to cater their lessons towards specific ability levels.
Principles to Actions: Moving to a framework for teaching …
14 Nov 2018 · meant that the teaching practices are effective for each and every student in the mathematics classroom. In other words, we view access and equity as threads that are interwoven within and across the eight teaching practices. As such, they promote equity-based approaches shown to strengthen math-ematical learning, cultivate positive
[Brief] Fostering Belonging, Transforming Schools: The Impact of ...
The items, measured on a 5-point Likert scale, cover three core areas of restorative practices (see Table 1): 1. Community building: Practices designed to inculcate social and emotional skills necessary to resolve conflicts and deepen connections. 2. Repair: Practices designed to facilitate students’ processes of conflict resolution. 3.
Theory into Practice complex instruction relational equity
recommended practices that the mathematics department employed and refined for use in their subject area. In the next section I will review seven of the practices that the teachers employed and that our long term observations, interviews with students, and detailed analyses, showed to be important in the promotion of equity.
State-wide Social and Emotional Learning Embedded within Equity-based ...
Embedded within Equity-based MTSS: Impact on Student Academic Outcomes Multi-Tiered System of Support (MTSS) is a framework within which schools provide evidence-based instruction and support to all students aligned with their identified needs (Choi, McCart, & Sailor, 2020; Choi, Meisenheimer, McCart, & Sailor, 2017;
Kentucky Academic Standards Mathematics
are based on evidence -based research; consider international benchmarks; and ensure the standards are aligned from elementary to high school to postsecondary education so students can be successful at each education level. 704 KAR 8:040 adopts into law the . Kentucky Academic Standards for Mathematics. Standards Creation Process
5 Key Practices That Shape School Leadership - NAESP
Standard 3: Equity and Cultural Responsiveness Effective educational leaders strive for equity of educational opportunity and culturally responsive practices to promote each student’s academic success and well-being. c) Ensure that each student has equitable access to effective teachers, learning opportunities,
Standards for Mathematical Practice Implementation Rubric
This rubric is based on the Standards for Mathematical Practice. These eight standards are required to be integrated and universally ... The Standards for Mathematical Practice (SMPs) are intended to be outcomes from learning math concepts and skills, and practices to be used as methodology when learning concepts and skills. Becoming proficient ...
In Pursuit of Equality: A Framework for Equity Strategies in Competency ...
II. The Problem with the Traditional, Time-Based System Before the topic of equity in a competency-based system is explored, it is valuable to unpack why the traditional system is a barrier to creating more equitable outcomes. By focusing on equal outcomes dened by state academic standards and one-
