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Aaliyah Robinson
I also noticed the importance of being involved and connected to the community you teach in.

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Highly student oriented and encourages teachers (as they should) understand the communities they serve.  I often 

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I see that they are focusing on cultural and community engagement. Although, will every teacher
be able to touch every student's cultural experience?

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I notice the huge emphasis on community awareness, culture, and parent communication. I am wondering about how to define phrases such as "considerable" effort vs. "demanding", and so on.

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I am wondering how can we incorporate all these tasks in math without them seeming forced.

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Highly student oriented and encourages teachers (as they should) understand the communities they serve. I often wonder how can I be culturally relevant in a maths course. But the more I have discussions with fellow residents/fellows, professors and through our discussions and readings such as this, I have a better understanding.

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You go from bottom to top, meaning you start with experiences that are familiar to your students and apply math principals to those experiences.

You have to start with the needs of your students.

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I wordier if during the holiday is the  only time to address a High cognitive demand task. Knowing your student interesting

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I noticed how important it is to include the task to the community.
I wonder what the limitations are to making culturally relevant tasks, it seems like the possibilities are endless.

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I really like that the task development process emphasizes starting with your students (their interests, their funds of knowledge) instead of trying to retrofit a lesson plan to be culturally relevant.

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I noticed that two stages involve the students being able to involve cultural relevance to the task

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notice: it’s important to know about the community you are in as a teacher—build connections

wonder: how we can apply that to curriculum and if that would be a problem with admin

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It is important that you develop your a good open relationship with your students and coworkers. I wonder if teachers are able to continue to be fluid in their teaching styles?

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If we are having struggling finding ways to connect a standard or lesson plan to the real-world to make it relatable for children, what resources do we have to support us?

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I noticed that when creating a lesson plan it is important to understand the cultures in which you serve just to be able to create a more immersive and engaging instruction. I wonder in what ways I will be able to be comfortable teaching a lesson plan that was geared for all students to be able to understand.  The biggest spark is how culturally and academically responsive to my students

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How do I connect standards to culturally relevant cognitively demanding tasks

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I wonder how we can find and create culturally relevant tasks for every standard we must address.

I notice the easiest way to deal with this problem would be to develop and alter existing tasks. Use the lower level thinking problems as a base to expand and challenge students to think critically.

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I noticed it was about the understanding the students. It is about making connections to your students.
It makes me wonder about creativity while educating, and how can you incorporate creativity to help

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I noticed that each tenet is centered in some type of awareness, whether it be cultural or otherwise.

The wonder this sparks is on the content standard side. This is an area I would like to master. I like that it states that if you're being pressured to teach a certain way, you refer to the standard.

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I noticed that to help the students understand, you must connect with them by making a connection with math and their culture.

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I noticed that having a clear idea/ understanding of the cultures will help students be able to break down problems in math. The wonder this sparks is on the create or adapt tasks. There are so many things we can do when it comes to creating something new in terms for understanding. I love that the sky is the limit when it comes to our creativity as educators.

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I noticed that alot of the task requires you to know more about your students than what they can do in the classroom.

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I notice that these methods require a lot of circling back and rethinking, which is also important for learning and helps with cementing information in students' minds.
I wonder if there will be problems in trying to alter curriculum that is given to you from higher up administration to fit student's cultural background  - I wonder if there will be pushback in getting certain things approved.

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I wonder how difficult it actually is to create a math lesson with various entry and exit points to accommodate different abilities. Does a good math lesson contain these things almost naturally with good exploration and preparation?

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I wonder what kind of math problems we can use to make it relatable for students and how they can use it for when they are in the real world.

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I notice that it is important to get to know your students in order to create content that is interesting and relevant. Being culturally responsive and cognizant of different interests is important in the classroom!

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I noticed they have interest in the interest of the students

James Sneed

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I notice that a huge part of the process of creating a CRCD task involves truly getting to know your students, not just on a superficial level. Not in a way in which you build around stereotypes that you may hold about a certain culture. But genuinely and authentically exploring your students' lives and backgrounds. I wonder how you make the distinction between what is age appropriate. Where do you draw the line between not wanting to underestimate what your students can handle but also not bombarding them with information they might not be able to process?

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I am starting to notice all of the scenarios around me that could potentially be used as culturally-responsive and socially-relevant math problems. I wonder how much information about my particular community I will need to collect in order to be confident in my ability to do culturally responsive lessons without accidentally stereotyping.

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I notice that the task involves getting to know your students well enough to be able to create problems that are relative to them and their interests. This makes me wonder if the educators are taking out the time to really get to know their students and understand them to make their learning experience the best.

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I notice that getting to know your students lays the foundation for the connection to be made cognitively while learning takes place.

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I think a lot of teachers (at least the ones I've had) tend to approach lesson-planning from content standards. The idea is to cover what's required, and from there, if there's an opportunity to access these skills with a higher-level cognitive demand task/activity, then that gets introduced. The problem is once a skill is learned, it's hard to challenge students to think outside of what they were already taught. It works, why do I have to keep thinking? As someone who learned this way, I wonder how challenging it'll be to break my tendency towards a procedural approach for the development of my students' more comprehensive understanding.