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FJ. Celebrating everyone achievements regardless of their marks, etc. Not putting one student(s) above others. (Non-hierarchal) Creating an environment that all students have a chance to succeed.   

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FJ. Celebrating everyone achievements regardless of their marks, etc. Not putting one student(s) above others. (Non-hierarchal) Creating an environment that all students have a chance to succeed.   

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FJ. Putting up the marks/rankings of all students on display for everyone to see. (e.g. First place/highest mark, lowest mark/who failed?)

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FJ. Putting up the marks/rankings of all students on display for everyone to see. (e.g. First place/highest mark, lowest mark/who failed?)

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RGK 2: Keeping up with research and update your teaching styles and understanding

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taking into consideration that there are neurodivergent students

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RGK 2: "just doing my job"

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specified understanding where you adapt to different learning styles

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universal thinking (one size fits all mentality)

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figuring out different ways to find an answer, and using the way that you understand the best

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thinking there is only one way to find an answer and making everyone learn that one way

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FH. Focusing and teaching math for the sole purpose of getting students into higher education. (E.g., college, grad school, etc.)

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FH. Focusing and teaching math for the sole purpose of getting students into higher education. (E.g., college, grad school, etc.)

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100000) it is important to explain why mistakes are okay and how to learn from them

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100000) it is important to explain why mistakes are okay and how to learn from them

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100000) instead of just saying: its okay to make mistakes cont'd.....

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100000) instead of just saying: its okay to make mistakes cont'd.....

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FH. Focusing on math as a fun and engaging subject

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FH. Focusing on math as a fun and engaging subject

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reading the problem beyond the equations

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Facilitation exploration of various strategies

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RGK 1 Incorporating student voices into lesson planning, teaching and growing with them

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just solving the questions

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RGK 1 Teacher as the know all be all

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Giving them the answer

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complimenting only their outcomes

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FG. Competing in the class for grades or on time-based activities. 

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FG. Competing in the class for grades or on time-based activities. 

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RNEJ-III
more choices looking into math

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RNEJ-III
textbook only

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Use of standard language in word problems

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cherish mistakes and help learn from them

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RNEJ-II
math is everywhere

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FG. Focus on growth and achievement rather than competitiveness amongst the students.

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FG. Focus on growth and achievement rather than competitiveness amongst the students.

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RGK Accepting diverse perspective of math (different culture may see math in different ways) must accept and be aware of those too

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7 B. SCAFFOLDING CONCEPTS AND MAKING CONNECTIONS. 

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7 B. SCAFFOLDING CONCEPTS AND MAKING CONNECTIONS. 

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YY. Multiple ways of finding a solution.

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YY. Multiple ways of finding a solution.

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RNEJ-II
math only exists in the classroom

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using picture books to engage and teach mathematical concepts

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E. Encourage productive struggle thinking/allow mistakes

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Academic language terminology in questions

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RNEJ-I
having more autonomy in expressing answers

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RGK One perspective math teaching

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P. Students and learning shouldn't be stereotyped. Everyone is capable of learning and should not be met with biases. 

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P. Students and learning shouldn't be stereotyped. Everyone is capable of learning and should not be met with biases. 

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E. Finding the correct answer

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RNEJ-I
using a specific set of rules

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collective work

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FF. Making Learning relevant to students' cultural background and living experiences 

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FF. Making Learning relevant to students' cultural background and living experiences 

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G. embracing students' creative strategies to find multiple ways to solve problems

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individual work

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Various ways of representing their learning

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only memorizing formulas to understanding math concepts

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P. Math stereotypes especially for Asian students and female students not doing well in math

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P. Math stereotypes especially for Asian students and female students not doing well in math

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Standardized testing

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M. Using Visuals such as cubes, fingers etc

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G. shaming students about their processes/methods

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Celebrating mistakes

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M. Solely using Mental Math

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e.the idea that using your fingers for math means you are behind

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D. More discussion involving students

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stigmatizing mistakes

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D. students and teachers enjoying math and embracing mistakes or unknown topics

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D. students and teachers enjoying math and embracing mistakes or unknown topics

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d. metacognitive strategies

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D. Lecture style teaching

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D. teachers experiencing and passing math anxiety

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D. teachers experiencing and passing math anxiety

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C. More hands on, involved and engaging learning

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C. Worksheet Math

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B. teacher telling about mathematics

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B. students and teachers engaged in mathematical discourse.

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A. a variety of strategies for possible multiple solutions—emphasis on process

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A. one answer, one method, emphasis on answer