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Maths was like literally fine until 6th grade. Letters started to participate.

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The merging of the fields of special education and mathematics was never meant to be a recent phenomenon.

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We can use our questions to address more than our mathematics, but we can use them to create equitable learning for our students.

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Gliding Through Time toward Equitable Mathematics

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Gliding Through Time toward Equitable Mathematics

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Teachers are urged to “talk openly with students about complex social problems that might be explored with mathematics”
Whaley, Kenneth

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"Many students showed conceptual understanding of ratios by using their own strategies rather than familiar algorithms."

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Social Justice and the Proportional -  Simic-Muller

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Social Justice and the Proportional -  Simic-Muller

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"The mathematics learning was
not replaced by the real-world issues,
but, as a preservice teacher stated,
“Using these issues makes us figure out
how to build the equation as well as
how to see that math really is around
us all the time.”"

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Ask yourself the following: Is this a question that people would want or need to answer in their daily lives? Does this problem give me any new and relevant information about the world I live in? The answer to at least one of these questions should be yes.

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"Teachers needs to have knowledge of tech tools so that they can design tasks that will amplify the mathematics when teaching diverse learners"

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Ask yourself the following: Is this a question that people would want or need to answer in their daily lives? Does this problem give me any new and relevant information about the world I live in? The answer to at least one of these questions should be yes.

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						"Teachers can choose
to focus exclusively on mathematics,
and ask what the graphs are telling us
about immigration rather than discuss
students’ personal opinions about the
issue. "

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						"Teachers can choose
to focus exclusively on mathematics,
and ask what the graphs are telling us
about immigration rather than discuss
students’ personal opinions about the
issue. "

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Work with K- grade 8 students, especially those from marginalized backgrounds, use real world scenarios because they are aware of social issues and they are ready to do sophisticated math problems to make since of these issues.

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Work with K- grade 8 students, especially those from marginalized backgrounds, use real world scenarios because they are aware of social issues and they are ready to do sophisticated math problems to make since of these issues.

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Simic- Muller

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What students believe about their identity as math students, or what Bishop referred to as their "mathematic identify", impacts their disposition towards learning mathematics.

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Gliding through Time towards Equitable Mathematics

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Gliding through Time towards Equitable Mathematics

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Creating equitable learning experiences
for students is more than a nice
idea or a new trend in mathematics
education; it is an ethical and moral
pedagogical responsibility.

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"
		
	
	
		
			
				
					It is important that
teachers nurture all students’ math-
ematics identity in light of dispropor-
tionately low female, African American, and Hispanic/Latino enrollment
in advanced high school and college
mathematics courses and in science, technology, engineering, and
mathematics" -Whaley

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"
		
	
	
		
			
				
					It is important that
teachers nurture all students’ math-
ematics identity in light of dispropor-
tionately low female, African American, and Hispanic/Latino enrollment
in advanced high school and college
mathematics courses and in science, technology, engineering, and
mathematics" -Whaley

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For students with limited English,
teachers felt that technology
provided them with a visual tool that
gave them access to the mathematical
language and the academic vocabulary
(Marzano and Pickering 2005)
necessary for them to participate in
class discussions.

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"Work with K–grade 8 students, especially those from marginalized backgrounds, has repeatedly shown that young students are not only aware of the issues that people and communities face but also ready to use sophisticated mathematics to make sense of them."

# data[].attributes.body
"Creating equitable learning experiences for students is more than a nice idea or a new trend in mathematics education; it is an ethical and moral pedagogical responsibility."

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Social Justice and Proportional by Ksenija Simic-Muller

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Social Justice and Proportional by Ksenija Simic-Muller

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"The social justice contexts introduce mathematical modeling through "messy" real-world problems that allow multiple strategies, typically both numerically and algebraic, do not always use "nice" numbers"