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Fun and exciting games and activities

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gameifying!

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Growth mindset

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Number talks

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Gamifying - Blooket

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Math games

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engaging activities

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Open ended math journal

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Games, number sense, growth mindset practices

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math centers

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Growth mindset

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Small group time

All students have access to the same content but at a different pace and with different levels of support.

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Growth Mindset

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math talks

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Number Sense / Math Discourse lessons

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games

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math games

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Choice Boards/Games

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hands-on methods!

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Math Talks

"Which number doesn't belong?"

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Showing fun math videos introducing the new lesson

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Math centers and more exciting activities

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Growth mindset, centers

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Games and hands on activities

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Curriculum standards integration

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our boring curriculum

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Poor curriculum

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students being a grade level (or more) behind

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Curriculum not allowing students to choose their method to solve.

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Curriculum not having reteach (low access) or challenging (high access)

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curriculum, time restraints, fixed mindset, embarrassed to use manipulatives.

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Fixed Mindset, and time constraints.

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learned or developed negative emotions or behaviors from previous math experience

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Students struggling with prerequisite skills

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Time and curriculum without embedded supports

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Time to do small group math intervention on a daily basis

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Paper and pencil. Drill and kill.

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knowledge of basic facts, can not move on to more challenging material....when we get stuck at the first step....the old partyline said Äs long as they have a way to solve it...using manipultives"but that just does not work in reality...a kid should know 5+4

knowledge of basic facts, can not move on to more challenging material....when we get stuck at the first step....the old partyline said Äs long as they have a way to solve it...using manipultives"but that just does not work in reality...a kid should know 5+4

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Time to do small group math intervention on a daily basis

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Time to do small group math intervention on a daily basis

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Lack of extra time for intervention.
Poor reading ability.
Lack of support from parents at home for extra practice.
Lack of computer time at home.
Time, time, more time
-reflect student data to prep and differentiate, plan CRA opportunities
Individual math manip bags
Difficulty with independent work to pull small group

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Time for reflection and connection

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1. Math fact fluency
2. negative feelings towards math
3. work load
4. Learning gaps
5. Language

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1. build a math community in the classroom
2. model math rigor and determination
3. mathematical discourse
4. model, draw, chart, table.. different math visuals
5. Promote mathematical identity and growth mindset.
6. 3 Act Tasks, Number Talks, Collaborative work

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Learning gaps and support at home. Fixed mindset.

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Digital and paper resources

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Using a single form of assessment

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Provide hands on experiences, such as stations, or games.
3 act tasks
Number talks

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Using more interactive tools with students (blooket, group activities, choice boards, kahoot, etc.)

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Encouraging students that they may not understand something YET, but they will! #GrowthMindset

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"...all stakeholders need to work to shift the definition of mathematics success away from acceleration, and focus on depth of learning." This is powerful.

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"...all stakeholders need to work to shift the definition of mathematics success away from acceleration, and focus on depth of learning." This is powerful.

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The acceptance that mostly white males are good at math.

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Providing students with multiple ways to learn certain mathematical concepts; Numbers, visuals, hands on, physical, etc. Providing students with choice in how they learn.

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Slowing down in math rather than trying to race to calculus

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Doing something like number talks can be extremely beneficial because it allows all students to get involved. This can lead to some confidence when transitioning into the math lesson.

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Focusing  on depth of learning rather than acceleration

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Focusing  on depth of learning rather than acceleration

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Encouraging a Growth Mindset

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Building assignments and practices that are multi-dimensional. This gives students an opportunity to see concepts physically, analytically, etc.

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Sharing students work that show different ways they came up with the answer.

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Sharing students work that show different ways they came up with the answer.

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Making connections across the curriculum and to students experiences.

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Making connections across the curriculum and to students experiences.

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Create a sense of positivity surrounding math, and making the math meaningful to students. I feel like this section mostly talked about inequities and disparities.

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Allowing students to struggle through a problem and interact with peers.

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Allowing students to struggle through a problem and interact with peers.

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Introducing and getting students to the idea that making mistakes are ok, and actually beneficial as it leads to a deeper meaning and helps "grow" their brain.

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Introducing and getting students to the idea that making mistakes are ok, and actually beneficial as it leads to a deeper meaning and helps "grow" their brain.

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Selection of students for Steam pathways in 6th grade, thus pushing students to cover 3 years of middle school math in 2 and skipping some foundational material.

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Students who struggle with math as a child could face difficulty getting access to higher level math which may be prerequisites for career opportunities.

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If students are not showing proficiency by 5th grade, their chances of reaching a calculus course in high school and going to a "competitive" college are very low.

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setting a mathematical path to college at a young age.

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setting a mathematical path to college at a young age.

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Parents pass down the notion of "I wasn't good in Math, therefore my kid isn't either." "They get that from me" 

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Parents pass down the notion of "I wasn't good in Math, therefore my kid isn't either." "They get that from me" 

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Giving students rote procedures that may not necessarily be big ideas in mathematics. Some students may become discouraged if they do not quickly or accurately perform these procedures.