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Include students actively as authors, generators for strategies, help them become flexible thinkers who build on and seek connections among mathematical ideas.

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I was surprised by the data at the beginning of the video where the speaker said that they have not seen a change in math results with students in about 12 years. "The score in 2007 is the same in 2019." This shows that teachers have not found new ways to improve their math curriculum and that is shocking.

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Ability grouping and tracking widen achievement gaps and impact students’ image of themselves. Have or find common shared mathematical learning experiences that benefits all students, all students should have access to grade-level content and build knowledge from their informal experience and prior knowledge.

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Have lessons that fit the students. Have a couple different versions of a math problem up on the board for everone to try to solve for the different levels. Allow students who are below average or at learning level try challenge questions and don't just assume they dont want to try or will not comprehend it. And have High level students challenge each other and don't just use them to teach the other students in the class. Respect their time and challenge them.

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Be positive when teaching students about math. 

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Be positive when teaching students about math. 

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Curriculum needs to take into account the opportunities that students have to increase or enhance their ability to perform well in math. Some students are more advanced because of the difference in instruction.

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Math should spark wonder inside students to discover more about mathematics. It should be fun and interesting to them.

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Teaching Concepts not just Formulas (HG)

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Teaching Concepts not just Formulas (HG)

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If we just give students one formula then they wil only learn to use it for that particular situation when they come upon it. But if you show them real life situations when they might need to use the math they are learning then that will more benefical for later in life. Giving them the formula for a hypotenuse, and then giving them real life situagtions like building cabinets for a house, finding the angle to park a car ect

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Labels constrain children's learning opportunities...all students should have access to grade-level content building from what they know

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put student with different levels in each group. Do have an above average group, an average group, and a below average group. Mix them up, have all different level in each group. They can help each other to do better and explain it to their peers in a more relatable way than the teacher

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Prioritizing reasoning and sense-making on a daily basis. Also, disrupting memorization-> memorization of equations is not helpful when you do not understand how they work or how you got the answer from them.

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Between-class groupings: grouping based on test performance
Within-class groupings: grouping using pre-assessments

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Showing students mutliple way to solve a problem.  (HG)

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Showing students mutliple way to solve a problem.  (HG)

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Ex: different ways to multiple, base ten, lattice, times table ect..
Having mutliple graphs or data presented in forms that are different

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our own identities affect how we do math. If we think we suck at math, we probably won't want to do it. If we do in open minded about math, we will probably do better at it and have more fun.