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One Sentence: “From a theoretical perspective, the self-explanation effect is that learning occurs most efficiently when students have an opportunity to explain a science idea for themselves”

One Phrase: “iterative process” pg. 106

One Word: “encoding” pg. 100

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Chapter 4

One Sentence: “As teachers, we have to skillfully produce activities where students have to create and offer explanations using science language.” pg. 62

One Phrase: “situated cognition” pg. 60

One Word: “situation”

Chapter 5

One Sentence: “In this way, the verbal advantage and disadvantage of how language is used in the science classroom is deeply rooted in how students see themselves and how teachers ease this tension”

One Phrase: “language-identity dilemma” pg. 86

One Word: “prejudice”

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Chapter 2

One Sentence:

"... allowing language to “organically” develop ultimately privileges few and creates cultural barriers for many others" Pg. 31

One Phrase:

"Communicative competence" pg. 26

One Word:

“Organic” pg. 25

Chapter 3

One Sentence:

“ Students bring a wealth of knowledge with them as they enter learning environments, but our understanding of the relative value of their language resources is critical to how we will serve them.” pg. 56

One Phrase:

“linguistic relativity”

One Word:

“cognitive”

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Chapters 7 & 8 seem to be an invitation as much as a challenge. Boaler invites us to let go of some long-held presumptions and believe in students' potential as well as our own capacity to mentor them. That is a strong mental change in and itself. It's about how we view our pupils and ourselves as much as it is about how we teach math.

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Sentence page 14: "When we think about schools and the way teacher and students interact, the type of language used has a profound impact on how teachers view students and how students see themselves as members of the learning community."

Phrase page 12: Black Tax

Word page 14: Linguistic

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Reading Reflection 5- This week's sources focusing on rich mathematical tasks made me think of how my co-teacher handles her math lessons. She always works to help our students make real-world connections by creating problems based on real-life scenarios. During an area lesson activity, students got to design a floor plan for their dream bedroom. I remember how engaged the students were and excited they were to model their thinking with their drawings.

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Reading Reflection 4- From the three materials this week, one of my biggest takeaways is that mathematics is more than just procedures and right answers, it’s about curiosity, problem solving, and human connection. The NCTM article on math games reinforced how games can make math more meaningful for students while also supporting fluency and critical thinking. Francis Su’s perspective on Mathematics for Human Flourishing reminded me that math has a deeper purpose, it’s not just a subject, but a way to help students grow as thinkers and problem-solvers. Talithia Williams’ video highlighted the importance of helping students see the beauty in math, which can change their mindset and motivation.

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Reading Reflection 3

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Reading Reflection 2