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We can return to our data with an eye toward body awareness and our previous discussion

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how do we connect math and equity as inextricably linked? How do we connect math in the classroom to larger systemic issues of power?

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Draw your "life's journey" through important moments of learning ( formal or informal). As you do this , also identify important points that shaped the meanings of school and math in relation to you. After we will group walk to identify: What are commonalities of our journeys, what are points of difference? How is learning tied to identity? how does the way we were positioned/position others perpetuate or rupture systems of whiteness in mathematics?

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this is an attempt to think about Abuelita history (and knowledge in non schooling spaces together with our personal histories and ideally ties to structures/systems of power.

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Point of consideration is that the beginning of the frameworks might be shared across sites to see how they overlap and differ, with an eye toward what is missing.

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Beginning of framework

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How do we continue to engage in a space of creativity and imagination?

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What activities will help us connect equity, positioning, and noticing? Maybe watch a video or engage a reading? what concepts are central?

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How many students are we inviting and for how many days?

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What is the intent of this activity? and from there how do we want to organize is (which day, how many days) How do we want to organize it?

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Can we think of an activity where we leverage CM or Teachers to think about the changes, growth, histories of Anaheim and Denver in ways perhaps to situate inequities or everyday life of the students were are working with might be working with.

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What can we do to set up norms and introductions to help navigate the tension of making sure that interlocutors are not elevated by teacher, researcher or community member?

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How do we recognize and rupture our "habitual ways": hearing activity

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Partner dance and partner story telling (from teatro)

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At some point do we want to invite community members to do noticing interviews? Maybe they can help push in ways we are not yet thinking about noticing?

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Activities to help us start to identify data patterns (e.g. sticky notes, coding)

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Each ice breaker can bring in elements of topics we are thinking about: e.g positionally, inequities, mappings. e.g. colorblindness guess who

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Alternatively: we can ask teachers and community members to volunteer to lead an icebreaker each morning and after each break.

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how do we pair up groups e.g. 1 community member and 1 teacher?

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**Questions:
Do we want to start from scratch with the data? Do we want to bring in some preliminary framework based on our analysis/observations?
Do we want to work off of some video? transcripts?
How do we introduce CM to the idea of noticing?
How do we develop a shared language?

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Spend afternoon in data, thinking through patterns they are seeing across classrooms

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parking passes - do they need to be mailed before hand?

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As a research team we have started to see some patterns across classes. We are showing you some examples of data, to see if you see any patterns or perhaps different patterns.

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Ask teachers and community members: Based on your understanding of the project and students: how can we build in student perspectives on Noticing? how would you modify the audio and visual recording set up for next year in the classrooms?

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Review: what is noticing generally (with attention to how do we introduce community members to this notion) and discussion of how do we build on this to noticing for equity?

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How do we recognize and rupture our "habitual ways": Body awareness activity

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How do we recognize and rupture our "habitual ways": seeing activity

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How do we recognize and rupture our "habitual ways": hearing activity --maybe a listening walk tailored to increasing awareness of school sounds

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How do we recognize and rupture our "habitual ways": hearing activity

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What might this look like that involves both community building, a sense of collaboration, and creates expectation that we will "live with tensions, while nurturing each other"?

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Do we want to send any readings to everyone before hand? If so, which ones? are there other forms of media (video, blogs) that have similar information?

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Do we want to send any readings to everyone before hand? If so, which ones? are there other forms of media (video, blogs) that have similar information?

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Everyone bring in an artifacts that describes them. Share out as a way to learn names.