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Fun book to read when working with fractions

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Love this activity

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Would You Rather Math – ASKING STUDENTS TO CHOOSE A PATH AND JUSTIFY IT WITH MATH

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Teachers, sign up for my mini-workshop to learn about how to implement Would You Rather Math into your classroom routines. We will explore some sentence frames, what happens when things don’t go as planned, how to use the prompts in a remote learning setting, and much more. See you there!

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Great for graphing

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Explore math with our beautiful, free online graphing calculator. Graph functions, plot points, visualize algebraic equations, add sliders, animate graphs, and more.

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Love this website for geometry.

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There are countless different shapes that can be created using the seven Tangram tiles. What can you come up with?

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Love this program.

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Global Citizen Teen Summer Travel Program

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The Global Citizen Program - Student Travel and Leadership Programs

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The Global Citizen Program is a series of domestic and international student travel programs designed and curated for middle, high school and college students. Our programs help students develop their ability to make informed, meaningful decisions and encourages them to grow as future leaders and gl

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Describes why social justice in math is important

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When people talk about equity in math education, they are often talking about more equal access to high-quality mathematics instruction, better resources, and advanced courses. They might also mean higher achievement for historically low-performing students, like Black students or students from low-income backgrounds. Equitable teaching practices, like these key ideas about mathematics teaching & collaborative math, can go a long way towards helping every student have access to high-quality mathematics learning, and consequently higher achievement. But that's only part of the picture.

An overemphasis on access and achievement through "good" math teaching ignores the fact that the school math curriculum is ripe with political, racial, gender, and other biases. How and what students are expected to learn inherently gives some students easier access than others. The mathematics that we value, and therefore use to gauge achievement, reflects the viewpoints of the dominant group in our society (e.g., white, middle class, heterosexual, able-bodied, male). The existing math curriculum sends strong messages about who is capable of learning math. It's no wonder that some students struggle to succeed in math and that others actively choose not to engage.

For example, consider the following question:

It costs $1.50 to travel each way on the city bus. A transit city "fast pass" costs $65 a month. Which is the more economical way to get to work, the daily fare or the fast pass?

Answer:

5 workdays in a week x 4 weeks per month = 20 workdays in a month

20 days x $3 roundtrip = $60, so the daily fare is cheaper Source

This problem was taken from a district-wide assessment (Tate, 1997), which unfairly relies on assumptions that middle-class students would make. To get the correct answer, you must assume a 5 day workweek. But students from lower income families might ask: How many jobs does this person have? How many days a week do they work? The problem also assumes that the "fast pass" will only be used for commuting to work. But families without a car may use the city bus for grocery shopping and for other trips.

Approaches to math teaching that don't question the math curriculum itself have severe limitations. "Good" teaching alone doesn't necessarily help students overcome inequities in society at large, which stem from racism, classism, sexism, and other sources of marginalization. Students need more critical awareness of how to advocate for themselves - for their own mathematics learning in other math classes or for more equitable opportunities in general.

Focusing on social justice in mathematics education provides an alternative approach to promoting equity.

Teaching mathematics for social justice identifies two pedagogical goals: (1) high quality mathematics instruction for all students; (2) development of sociopolitical consciousness and praxis through mathematics study. Social justice teaching in mathematics focuses on promoting equity within the mathematics classroom, but also on empowering students to understand and confront inequities outside the classroom. It's this second goal that this site is designed to help you with.

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When people talk about equity in math education, they are often talking about more equal access to high-quality mathematics instruction, better resources, and advanced courses. They might also mean higher achievement for historically low-performing students, like Black students or students from low-income backgrounds. Equitable teaching practices, like these key ideas about mathematics teaching & collaborative...

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Inspiring TedTalk that every teacher needs to see.

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Rita Pierson, a teacher for 40 years, once heard a colleague say, “They don’t pay me to like the kids.” Her response: “Kids don’t learn from people they don’t like.’” A rousing call to educators to believe in their students and actually connect with them on a real, human, personal level.

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FAVORITE QUOTE EVER! I live by this quote and want to inspire everyone else around me.

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First quote I saw in my first year of college in ED 101!!! Love it forever!

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Inspirational video about math for students to become more connected with math.