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To develop a deep math understanding students have to be willing to do the math and work through the problems. For that teachers have to keep a positive light on math and show students that they can use math not one in the classroom but in their lives and when working with others. Knowing this students will gain the courage in their own abilities.

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The best way for teachers to implement equitable math instructions would be to find a way to understand each student's needs and to find a way to make the lesson enjoyable for the students so they'll want to learn and do the work. Also giving students positive feedback when they finish something can go a long way and make students want to keep working hard.

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Creating an equitable learning environment in the classroom is a key part of student success. In the way of bringing them closer together with their peers and teacher, it gives them a safe space to make mistakes and learn from them. For this to work the teacher must know each and everyone's learning types. This can be done in small group activities or by taking time out of your day to converse with them.

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Every student should have a deep understanding of math and feel confident about it because it connects to real-life situations that they are in. with that as a teacher we have to keep a positive light on math so students can find enjoyment in doing it.

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Broadening is so important especially when you have kiddos who is always asking why and trying to understand the purpose behind the math. It also allows students to have a more positive outlook of math because they are able to see how practical math is.

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Creating an equitable environment in the math classroom is very important, it means that students should all feel included. It also means allowing students to have the same resources.

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Students can find it easier and more useful when they know how they will apply what they are learning in real-life scenarios, this can allow students to feel like what they are learning is valuable and important.

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Student's math knowledge should extend beyond the classroom. They should be able to related what their learning to their everyday life. By doing so, they will be more enegaged because they can take what they have learned and apply it.

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Creating equitable structures in mathematics can be achieved by having students make meaningful connections. Additionally, all students should feel supported in their math journey regardless of prior knowledge or current math place.

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As a teacher, it is my job to create an equitable learning environment so that students feel confident in the classroom. In order to do that I should put time into my students. By getting to know their likes and interests I would be able to prepare activities and opportunities to improve their math skills.- DR

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Creating equitable structures in classrooms should be a priority. Students should feel like they are included in a classroom in order to be able to focus, feel motivated, and encouraged to learn. Within students who need a greater supply of focus and help it is important to provide this by setting time aside for it.

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When thinking of equitable mathematics instructions and who should be at the table, it shouldn't just be teachers. We need everyone who helps in the students lives, parents are just as important, so are special education, support staff, along with administrators, and bilingual teachers. All these teachers and staff members have an important part in the students lives. I love how allowing parents to come in and see the math structure is a priority because the way math was taught to them is not the same math is being taught in schools today. They will be able to get a new perspective on the math and be that extra help the student might need after school if possible.

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It is important for students to feel valued in all areas of study. Students will be more engaged in lessons where they can relate to the examples presented. Additionally, providing numerous approaches to learn one concept can help students feel more seen.

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Make students feel the importance of mathematics outside of the classroom. Teach them the ways it is used / will be used. Teachers need to engage students in real world math activities for them to find a purpose and importance within an activity.
- focus on effective learning
-focus on the importance of real world connections
-focus on crosscutting

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I feel like having a positive mindset really changes the dynamics in the classroom. For one, it will keep children encourage, even if they get an answer wrong its best to use positive language in order to correct the mistake. - DR

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When I think about this it reminds me of the math 106-108 class I had my first year at NCC. In order for a student to be successful they need all the support they can receive. And through this a teacher must be fully prepared, I remember attending seminars to strengthen our views and give us an open minded perspective in math. So the teachers understanding is so crucial for the students understanding as well. (Professional Development) Every teachers goal is to have their students succeed.

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To deepen mathematical understanding, the teacher can provide many open-ended problems and critical thinking approaches. Additionally, providing with students with lots of foundational knowledge before starting new concepts.

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We can see how these 4 points inter collide with one another, and seeing how collaboration from teacher to teacher benefits everyone. How important it might be to be able to bring some of the high school math into the middle school math, and so on the middle school math into the elementary level math. Bringing in strong stakeholders- administrators into meetings can help, so they can see what needs to be done, from the teacher's perspective.

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When it comes to mathematics we want to allows students to have more engagement in the aspect of learning why it is important, not only in school but outside of school. There were some important points that were mentioned in the video and I think it was quite interesting. Having the students go across the board and see math at different grade levels, for example elementary looking at middle school, middle school looking at high school math. A big part of this is also allowing teachers to see what needs to be taught more and understanding where students might struggle, it can really help the schools create a more diverse and collaborative environment for everyone.

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Providing your students with a deep mathematical understanding is very important because it introduces the practicality and importance of math in our every day lives. Just because a student is introduces to a skill set, it doesn’t mean that they will know how to implement those skills on their own without explicit directions and context like we see in most math problems. Knowing how to take those skills and use them outside of the guidelines that you are comfortable in is a very important ability that teachers should strive to teach their students.
-KH

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It is important for students to feel like they can see themselves in the subjects that they are learning about, even math. If they feel like they can make personal connections with the content they are introduced to, it helps them to have a better understanding of the content and it also makes them feel more comfortable learning about new challenging things. This could be implemented by incorporating different learning and teaching strategies that allow for a range of instruction like hands-on learning, presentations, individual work, partner or group work, etc.
-KH

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Creating an equitable learning environment regarding math and all subjects in your classroom means seeing students as individuals who are all equally deserving of help and guidance, regardless of their economic or knowledge background. Just because a student might come into your classroom lacking the background knowledge that your class will build off of, doesn’t mean that they don’t want to learn or try to succeed in your class.
-KH

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Providing students with encouragement and an understanding environment when learning math will help them to carry the mindset that it is okay to make mistakes and fail, but also to stay resilient and keep trying things until you succeed. Making math interesting and introducing it as a ‘fun’ subject will also help kids to have an open mind when trying different mathematical problems instead of viewing math as boring and hard.
-KH

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Teachers can implement equitable math instruction by knowing your students learning needs and applying multiple types of learning or resources to your teaching. Teachers should cultivate productive instructional mindsets and practices, it is beneficial to student success when teachers build on the strengths of students, and recognize their achievements so they feel you support and believe in their skills. Make connections to the material you are teaching.

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Implementing a positive math mindset with the students will make learning and doing math more enjoyable for the students. It is important to try to make connections between mathematics and the students' interests and daily lives.

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As teachers we need to position students as competent, confident, and capable learners/doers of mathematics. Every student should feel confident in their knowledge of math, and feel supported. Student success will increase when you have a wide range of equitable learning opportunities; using multiple examples/ types of learning when explaining concepts, implementing a positive and supporting class culture, collaboration, connections with their previous knowledge/understanding etc.

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It's important for students to see how their understanding and learning of math can impact them outside of the classroom. If they see the real life applications of the various skills that they are learning about, they will be able to dive deeper into their knowledge and interest on these topics. Math can be used in all student's daily lives, and if students understand that, they will be more willing to learn.
-EB

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The ways to implement equitable math instruction would be to know who your students are. Be able to implement lessons and assignments that all students can relate to. This will allow students to be more interested in what they are learning about, as well as them feeling welcome and seen.
-EB

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Creating an equitable environment in the math classroom means that students should feel welcomed in their learning environment. No student should feel that they are not equal to their peers. As a teacher, it is important that I create an environment where my students feel that they can be themselves. It's also important that I continue to learn more on how to allow students to feel safe and comfortable in the classroom.

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If students feel that they are making an impact in their classroom, they will be more engaged in the learning. Developing a growth mindset is extremely important for students to know that they are capable and able to complete whatever challenge comes their way!
-EB

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As teachers we can implement equitable learning practices in many ways. By knowing our students whole intersectional identities we can better plan our lessons to be relevant to their lives and lived experiences. When students make personal connections to mathematics ("making meaning") their understanding becomes even more powerful. Furthermore, as teachers we continue to learn and grow through professional development to ensure we are equipped with the best tools to advocate for our students and their success.

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As teachers we should strive to empower all students as competent, confident, and capable doers of mathematics. To ensure this, we must continue to support our students and their positive identity towards mathematics. Especially at the beginning of each school year, teachers should mindfully practice support and scaffolding to maximize student understanding as they re-access prior knowledge.

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We should create students who know how to do math and to use their skills to solve problems, not just students who have memorized certain types of problems. We need to help children when things are difficult, and be an encouraging beacon of support, and also support our students when they are striving and exceeding. If students are able to attack problems given the information they know and skills they have, and not just replicate examples, then we have truly succeeded in creating a deeper mathematical understanding.

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We have a responsibility to the learning and well being of our students. It is important to develop student relationship, and actually care about the student. If we know a little bit about our student, their interest, their background, and their learning level, we can be a better teacher to the student. No student deserves to be left behind, and all students deserve our attention.

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Every student should feel like they are welcomed and belong in a classroom, and a math classroom is no different. This means accommodating students of all backgrounds, and meeting students where they are at. Math is a subject where it will only get harder and harder if students do not possess the foundational skills. It is important that we get every student to a level where they continue to succeed, even if it means teaching off grade level to get a student proper education.

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Creating equitable learning structure is essential in mathematics. As teachers we can practice equitable and effective instruction by-
*Inviting students into mathematics
*Making explicit connections to both the real world and students' lived experiences through mathematics
*Focus on grade level instructional experiences that reflect the standards
*Cultivating instructional mindset and practices

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Students are going to learn in different ways. We need to be able to connect math to other course subjects, and have it be applicable to student lives. Students should be able to build on their skills year to year, and become better problem solvers and mathematicians along the way. We are also trying to create a sense of ownership and confidence in student learning. A student should be confident in what they are doing, and confident in their ability to continue to learn and try even when it gets hard, which will help foster further success.

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Supporting each student is essential in developing their mathematical understanding. Additionally, this support is equally as important in fostering the student's wonder, joy, and curiosity in mathematics. As teachers we can offer support for equitable access in mathematics by focusing on grade level content, practicing effective and equitable teaching strategies, and planning for advocacy. Lastly, as teachers we should promote the concepts of curiosity and reasoning in each of our students.

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Students should be doers of math and deeply understand the meaning of that. They should be represented in math and be able to connect with it and their background. Students should be able to explain and justify their answers, while having the confidence to do so. Deep understanding of math shows in daily lives by being able to see mathematical structures outside of the classroom.
S.O

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To help to implement equitable mathematics instruction it is important to see every student and understand what they need to succeed. Instruction should be on both inside and outside of the classroom. Taking personal experiences and interests into the instruction to connect with the students.
S.O

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Stop the labeling of students and their classes. When we label students/classes as "honors" "gifted" "remedial", it starts to become what students see themselves as leaners. Taking these away and keeping a positive culture in the math classroom is encouraging to students.
S.O

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Confident and Capable learners
With confidence students strive, if they aren't confident in their answers or their questions they won't ask or say them. It is not just a job of teaching them equations, but helping students build their confidence and showing them they are capable of more.
Joy and Beauty
When students are happy to be doing math, then they relate happiness with math and can find joy out of solving a problem. It can translate into intrinsic motivation.
-S.O

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To develop deeper mathematical understanding is to be an encouraging teacher when things get difficult for the students. Also be intentional with how you teach and the examples you provide, and the goals you create.

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Ways to implement equitable structures in math is to be consistent with research, use multiple learning strategies and teach in groups as well as individually. Also by making connections to the students personal lives.

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To have equity in a math means every student should feel confident and supported in anything they do in the classroom and if they feel this way then the chances of students success becomes higher.

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Students need to have a feeling of success and positivity when coming across mathematics and as they get older they should have a deeper understanding of it so they can critique and experience the world.

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Deep mathematical understanding can be represented by problem-solving where an answer is not directly given and reasoning must be given. This will cause students to work together to form an answer and explain how/why they came to it. The act of questioning students during math class will also force students to reflect on mathematical ideas and think for themselves. This also allows teachers to gauge the students' understanding.

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To implement equitable structures educators must understand their students and their background. Different students learn in differently. It is important to offer different examples of mathematical processes. Students may find something else that works better for him/her. Similarly, there should be more than one way for students to express their answers. Students will feel more included and confident to share, thus positive experiences will create good attitudes.  developing a positive mindset towards math.

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Each grade level/students go through hardships such as COVID. essential that mathematical standards and expectations are altered frequently to align with students' hardships such as the effects of COVID. There is a large difference between in-person learning vs. online. Teachers must recognize and value what students learned online and build upon it. When creating equitable structures all students should feel confident and supported to improve their mathematical skills and achieve their goals. This begins with a positive environment to learn in and classmates to learn from. Students have more success in math when working in groups.

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Some ways to develop deep mathematical understanding:
- Make connections to prior classes and the real world.
- Establish goals
- Encourage questions and group discussion

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Some ways to implement equitable mathematics instruction is to be mindful of every students instructional needs. Use multiple learning strategies and multiple learning environments. Create math problems that all students can connect to (names, situations, locations, hobbies) this will help the students feel more included and welcomed in the classroom.

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To create equitable structure in math teachers can:
- Use scaffolding
- Create randomized group work
- Use multiple teaching styles when teaching
- recall prior knowledge from previous classes

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As young students progress through school we need to make sure each grade level is connecting the information taught to prior and future math lessons to help broaden the students learning. Teachers can use concept maps or connect math to the real world.

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Often young students do not realize the importance of mathematics in the outside world and even in other classes. Educators should demonstrate the importance of math by giving real-life examples that are relatable to them. Students will be more engaged and encouraged to use math in other areas and make connections. Similarly, these examples must align with each grade level to ensure that the skills needed are not too easy or difficult.

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make students care! how will they use it in their own lives and future careers? show them how math is used across the world every single day, not just in the classroom.

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-make connections to real life
-foster collaboration
-activate prior knowledge
-go deeper than just the procedure
-be intentional with what you're teaching and how

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Equity in instruction means making examples relevant to all students. Make sure homework problems have all different sounding names so that every student can relate. Students from low income families may not understand certain sports examples like hockey, because they've never experienced it. Instruction must also connect concepts in math to things in real life. Otherwise students will not care about what you are saying.

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Equity in math starts with a welcoming environment and a supportive group. If students don't feel welcome, they will not want to succeed. We can create equitable structures by creating norms for our classrooms, staying positive even when our students aren't, and affirming when our students are doing well.

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Stop using deterministic labels. Challenge oneself to instead encourage students and recognize that each student will learn in their own time. A teacher should establish clear goals and present clear opportunities to reach those goals. Students will learn from each other, as well as from the teacher.
GS

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Connect the content to the personal lives of each student. Make the materials accessible both in the classroom and at home. Teach in individual, small group, and large groups to differentiate learning setting. Believe in each of the students and think of each individual as a mathematician during their work. Work on relationship building so that the learning experience is better for every student.
GS

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Equitable structures come from a positive culture. Concepts should be explained in multiple ways. Prior knowledge should be drawn upon to then develop a deeper connection and understanding. Math should also be made to make connections towards other subjects within in the grade level. Math should be organized in a way that is accessible to all students, and guardians.
GS

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Students should feel confident and capable when learning mathematics. They should be able to understand and apply what they are learning to the outside world. They should be able to find some joy in mathematics.
GS

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-          Supporting all students’ strengths

-          Believing in every student no matter their background, race, gender, disability, etc

-          Uniqueness with different experiences

-          Getting to know each student individually for a better learning experience for everyone

-          Once again—Connections

-          Engagement and Observation

-          “Aguirre, Mayfield-Ingram, and Martin (2013) identify five equity-based instructional practices that support this goal: (1) going deep with mathematics, (2) leveraging multiple mathematical competencies, (3) affirming mathematics learners’ identities, (4) challenging spaces of marginality, and (5) drawing on multiple resources of knowledge” (p. vi).

-          Community

-          Continue revising and reinforcing norms as a group

-          Working together to create a safe classroom where everyone can be seen or heard, and welcome

-          Being a “warm demander”—to make sure every student is “honored”, supported, and by creating a safe space for everyone

-          Learning environment for all
K.N.

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Mathematics needs to be connected to the daily lives of students, while still covering grade level content and standards. Teachers need to engage in professional development, and use their voices to advocate. There are still many problems, inequities and challenges that exist in the math world today that need to be addressed.
EL

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To create equitable structures:
-connect mathematics topics to concepts across grade levels
-use multiple representations for explaining concepts
-use previous experiences to build on new mathematical content
-All of these can be considered scaffolding
-implement a positive and supportive culture
-communicate with students and their families about progress
EL

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Some ways to implement equitable mathematics instruction:
-make connections explicit
-disrupt potential biases and deficit thinking
-make mathematics meaningful to marginalized students
-connect content to the personal lives of students
-use small groups, individual, and group settings
EL

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In order to develop deep mathematical understanding, some things a teacher can do is use problem solving, support productive struggle, and establish goals. All of these things will help promote learning.
EL

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-Build understanding and make solutions to accommodate all students

-Build students confidence and capability

-Opportunity
-K.N.

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-Support students and make connections

-Scaffolding

- Collaboration

-Prior Knowledge

- Connection, Developed, Organized

- Deeper understanding of math

-Ex: Concept maps

-Make sense and solve, reason- abstract & quantitatively, make viable arguments, critique, model, and generalize.

- Different perspectives or strategies
-K.N.

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3 Key points: Focusing on grade level content, equitable & effective teaching instruction, and advocacy.
-K.N.