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There is such a negative stigma towards math in general

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There is such a negative stigma towards math in general

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Some extrinsic motivation (ex. grades) masquerades as intrinsic motivation hiding a lack of engagement

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Some extrinsic motivation (ex. grades) masquerades as intrinsic motivation hiding a lack of engagement

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Not having enough time to reach all populations so they all feel represented

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Not having enough time to reach all populations so they all feel represented

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helping students cope with home environment and school environment. Feeling comfortable

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helping students cope with home environment and school environment. Feeling comfortable

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Helping all students feel that they can accomplish a task and are not 'dumb'

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Helping all students feel that they can accomplish a task and are not 'dumb'

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How to meet the standards while also allowing for more engaging content

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How to meet the standards while also allowing for more engaging content

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Joy will solve our student motivation problem.

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Joy will solve our student motivation problem.

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How to create a safe space where everyone feels welcomed

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How to create a safe space where everyone feels welcomed

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Incorporating lessons built on students' prior knowledge according to their outside knowledge and environment.

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Incorporating lessons built on students' prior knowledge according to their outside knowledge and environment.

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how to get students to enjoy the class after they struggle with subject for long time and scared away before they start engaging in learning

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how to get students to enjoy the class after they struggle with subject for long time and scared away before they start engaging in learning

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When you are using emotions and not logic.

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When you are using emotions and not logic.

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it may sometimes lead to a sense of isolation if interests and passions are not widely shared among the student's social life.  

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it may sometimes lead to a sense of isolation if interests and passions are not widely shared among the student's social life.  

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The continuous challenge of student deficits (2-3 grade levels behind).

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The continuous challenge of student deficits (2-3 grade levels behind).

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students that have fallen behind significantly

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students that have fallen behind significantly

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finding ways to learn with more "real-world" examples

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finding ways to learn with more "real-world" examples

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students may not like the class so its hard for them to show joy

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students may not like the class so its hard for them to show joy

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Time management (when you have different levels within one class), Resources

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Time management (when you have different levels within one class), Resources

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how to connect the  skills here into the real world

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how to connect the  skills here into the real world

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Incorporating real life situations with the already challenging curriculum.

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Having feeling like you are not making any progress, or the thought of being a failure.

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Having feeling like you are not making any progress, or the thought of being a failure.

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challenges based on what every kid can comprhend

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challenges based on what every kid can comprhend

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From what I am hearing, it seems like the biggest hurdle will be trying to implement this in white-majority communities. Any talk of race immediately becomes indoctrination of CRT.

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From what I am hearing, it seems like the biggest hurdle will be trying to implement this in white-majority communities. Any talk of race immediately becomes indoctrination of CRT.

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Literally one slip up could cost me my job, but like teacher shortages...so I have to walk like the ancestors before me.

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Social justice in mathematics doesn't have to look like a civil rights march down Main Street.

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Students can struggle with it because their mind is on the struggles of their home life

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Students can struggle with it because their mind is on the struggles of their home life

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Will my passion burn out

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How to incorporate this without being too "political"

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How to incorporate this without being too "political"

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Joy is easiest because you are bringing happiness and good things to the classroom.

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Joy is easiest because you are bringing happiness and good things to the classroom.

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Time constraints and the time it would take to incorporate criticality or recreate lessons in the current curriculum that is expected to be facilitated on a daily basis.

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How students can find joy in mathematics when for their entire career they have not been introduced to rich tasks that engage them in group work. They have only been doing worksheets with practice problems that are so dry.

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Students willingness to share with teachers

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Justice is a word that sometimes has a negative connotation, but really it is positive. It is positive because you are making things better

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Justice is a word that sometimes has a negative connotation, but really it is positive. It is positive because you are making things better

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Making sure I am well informed of historical events.

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Finding ways to make sure the students see themselves in the curriculum.

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Finding ways to make sure the students see themselves in the curriculum.

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Culturally relevant actions to support justice and equity

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Culturally relevant actions to support justice and equity

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Kids may think that it's doing to much, and may not accept it. 

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Kids may think that it's doing to much, and may not accept it. 

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Will the challenge be to difficult based on the students intellect

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Students that have been told they can't do...need to be aware that this area of identity is truly difficult...it's hard to break the cycle of bullying.

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Students that have been told they can't do...need to be aware that this area of identity is truly difficult...it's hard to break the cycle of bullying.

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Students not seeing their identity as a benefit. 

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Students not seeing their identity as a benefit. 

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As a teacher who may only have one or two black students in some classes, will having conversations about social justice put the spotlight on that student? Will it make the student feel uncomfortable?

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This feels like the biggest challenge, and the most relevant to this training. This involves the biggest change to our curriculum.

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This feels like the biggest challenge, and the most relevant to this training. This involves the biggest change to our curriculum.

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How does my lesson shift between applied mathematics and pure logic in the development of mathematical skills?How does my lesson situate students as co-teachers?In what ways does my lesson use mathematics and curiosity to explore history and culture in both local and global contexts?How does my lesson challenge me and my own mathematical skills? How do I use these challenges to explore vulnerability with students in the pursuit of intellect in problem solving?

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How does my lesson shift between applied mathematics and pure logic in the development of mathematical skills?How does my lesson situate students as co-teachers?In what ways does my lesson use mathematics and curiosity to explore history and culture in both local and global contexts?How does my lesson challenge me and my own mathematical skills? How do I use these challenges to explore vulnerability with students in the pursuit of intellect in problem solving?

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Lifting student voice and allowing them explore math in many ways.

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Students coming into math being defeated because they have not done well in math or been told math isn't their thing.

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Students coming into math being defeated because they have not done well in math or been told math isn't their thing.

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There is so many factors with identity, how to even get started

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There is so many factors with identity, how to even get started

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My concern is reinforcing some preconceived notions.

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My concern is reinforcing some preconceived notions.

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For example, if we study poor math performance of minorities vs "white"
counterparts, will it just reinforce the stereotype?

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identity is easy as well because you are really finding out who students are and what they bring to the class with them

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identity is easy as well because you are really finding out who students are and what they bring to the class with them

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A challenge is that sometimes students do want to talk about their identity

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so convinced of their inability in math that they simply do not see themselves doing "that stuff"

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so convinced of their inability in math that they simply do not see themselves doing "that stuff"

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Identity isn't included in the curriculum. Will I be able to come up with a way to relate the problems/content to the student for every single lesson

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Skills yes...but how culturally relevant have those lessons been?

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Skills yes...but how culturally relevant have those lessons been?

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How to connect the academic skills with students' real world culturally

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How to connect the academic skills with students' real world culturally

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When you don't have a strong sense of self or struggling with identities can lead on to being insecure.

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When you don't have a strong sense of self or struggling with identities can lead on to being insecure.

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Feeling a sense of identity in mathematics can seem unimportant to students. It seemed unimportant to me at first, which is why I joined the institute.

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How do I do this so that it does not seem inauthentic to my students of color?

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I feel this one is the easiest pursuit because it's dictated by state standards and is what I have been focused on the most in my career.

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I'm really struggling with incorporating identities authentically if all of my class is white and I'm not. I know that sliding glass doors is a thing and that whiteness has parts in it, but still...my school isn't receptive to marginalized voices and I don't feel safe doing community walks and trying to integrate myself into the community like that, which is MAD sad. There is clearly a need for these students to see and know about other identities and peoples. I'm not used to this being in reverse.

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know the students well of their culture and background in short period

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know the students well of their culture and background in short period

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Student understanding the concept introduced

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2021 Tri- County HRL Framework for Mathematics 

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What are the explicit ways in which the lesson we are preparing will challenge the narrative of who can do mathematics and how marginalized communities have always been doing mathematics.

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What are the explicit ways in which the lesson we are preparing will answer the question: how does this apply to my life? Moreover, how do components of your lesson serve as a message that mathematical thinking serves in the pursuit of being a good person, outside of the testing.  Our lessons should serve as a reminder for us to consider the deficit narratives we each carry as teachers about marginalized communities.

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What are the explicit ways in which the lesson we are preparing will position students as having keen insights, perspectives and mathematical thinking.

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What are the explicit ways in which the lesson we are preparing will spark a student to consider mathematics as a tool to use for social transformation and addressing injustice.

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What are the explicit ways in which the lesson we are preparing will give an opportunity for students to be joyful and passionate? Further, how have we considered the impact of this lesson on how are students will feel?