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Step 1: Click the + sign       Step 2: Where it says "Title", type the name and author/creator of the resource Step 3: Where it says "write something", you can click the three dots and attach a file or enter the URL for a website link. 

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Step 1: Click the + sign       Step 2: Where it says "Title", type the name and author/creator of the resource Step 3: Where it says "write something", you can click the three dots and attach a file or enter the URL for a website link. 

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Step 2: Where it says "Title", type your name.

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Step 2: Where it says "Title", type your name.

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Step 3: Where it says "write something", you can write a response to the questions. Indicate which question(s) your response addresses. You can also click the three dots and select "Video Recorder" to record a video or "Audio Recorder" to record an audio recording.

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Step 3: Where it says "write something", you can write a response to the questions. Indicate which question(s) your response addresses. You can also click the three dots and select "Video Recorder" to record a video or "Audio Recorder" to record an audio recording.

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Using Identity and Agency to frame Access and Equity by Robert Q. Berry, III, Ph.D.

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Using Identity and Agency to frame Access and Equity by Robert Q. Berry, III, Ph.D.

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1. I am indifferent to math. This is because in school it was either I understood the concepts fairly easily or was lost in translation. That's when i've adopted the notion explained in the article that I am not a "math person".
2. I've realized that my relationship with math was in ways reflective of my student-teacher relationship with my math teacher. I was always the most successful in classes where I felt the teacher "liked me". I realized that this skill could be developed with practice and that identifying my learning style and practicing in ways that made sense to me would ultimately get me to the goal of understanding whichever concept was being taught.

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I feel like math is a subject which depending on what topic or question can either be challenging in a (positive) way or anxiety provoking.

Honestly my relationship has changed a lot with math in the sense that up until my sophomore year of college I hated attempting any math problem. I never thought it was something I could ever get better at and was neither convinced by my teachers either. Math now would probably be my favorite subject and that is because I have learned to apply myself and not give up.

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1. I was a math major at my university and I genuinely enjoyed it. Math is everywhere and having basic skills is super beneficial.
2. I was never good at math in grade school. I wanted to be good at it so I practiced, studied and watched many youtube video's to be a mathematician. In high school I thought I was great at math, when I went to college my confidence changed. Being surrounded by students who were way ahead of me was intimating, I wanted to give up. Now that I have graduated I am proud I stuck through and finished successfully.

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1. I have internalized "doing math" by someone who doesn't loose hope, is open to challenges, and can visualize abstract concepts.

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1. Setting classroom norms centered around trying our best and not of just the right answer. Adjusting lesson plans to include CRP and relatable math practices.
2. Allowing only specific students engage in the math lesson which sets this standard that they are only the ones smart enough to participate.

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1. "Doing math" is not about memorizing or being a human calculator. To me it means being able to connect the puzzle, math is used in chemistry, physics and computer science. Being able to see these connects and identify which concepts in math are useful in (i.e using math to track an objects movement)
2. My mathematics instruction is serving my students, I will aim to give them the learning and deep understanding I never got in school. My instruction will not be memorizing formulas it will be rigorous yet meaningful instruction that they can use beyond middle school.

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1. Examples of decisions that will uplift our students mathematical identities include establishing norms which focus on accepting and learning from failure. I want my students to understand that it is completely okay to be transparent with your teacher and yourself that you in fact do NOT understand a topic and need help. It is important for students to understand that math was never a subject made to be perfect and for genius's- it is a subject to learn from with mistakes and practice.

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1. Establishing norms on Day 1. These norms will include their mathematical identity and journey. They are all capable of being mathematicians, they will mistakes and that is okay. Together we will learn and find ways to improve. I will create a safe environment where students feel comfortable reaching out for help when they need it.
2. Decisions of  oppression will be only highlighting students who are doing well, such as having "top 3 exam grades", every students should feel successfully, this will allow them to continue their journey.

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I think the biggest takeaway from the article for me was that a student/persons math identity is ongoing throughout life and can be changed. Math is a subject which has a stigma attached of being for those who have a high iq and that you can never excel. That in reality is not the case- as educators we need to break this view of math and help navigate students into believing of their potential.

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Reading 1: Biggest takeaway is that everyone has their own unique mathematical journey. As educators, we should not have one pathway for students, since they all have a diverse knowledge. Our lessons should be geared to meet the needs of all our students. I will show multiple representations of math so my students know that their are various ways to solve a problem.
Reading 2: "Knowledge is more useful when it is applied", often times the standard discuss is just written on the board and not fully conceptualized by the student. I liked how the reading highlighted how important it is for students to unravel the standard and put key words in boxes. They are critically thinking and coming up with their own meaning.  I agree with the video, our lessons should be designed on our expectations of what students should master.

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What will the possible student to teacher ratio look like amidst the pandemic?

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1. School schedule: start day, holidays, time etc
2. lesson planning clinics
3. How are we getting paid (bi-weekly, monthly, etc)

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- Lesson planning
- Grade level assignments

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Identifying the verbs and nouns in a standard in order to unpack the necessary skills and concepts the students will need to be successful in the lesson is a straightforward planning practice that seems very helpful. This reminds me of a more formal way in which as a class we would unpack the objective as a class by looking at key words and their meaning. I would also refer to the objective after fluency and practice problems to gauge if we were on track to be successful in completion.

Super helpful!

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Consider identity in discretionary moments.

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Consider identity in discretionary moments.

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If students are exposed to day-to-day mathematical themed decisions and discussions that are centered around their specific cultural identities will/can go a long way to uplift and reverse the oppressive pedagogy and affirm uplifting pedagogy.

Hamilton