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How Do We Ensure Effective Mathematics Instruction for ALL?
-What do students need?  What do teachers and staff need?

student centered and student interest as well as mathematics that is engaging to students

not masking the math

allowing the decoding process to be interesting

-What are the must haves? What are the nice to haves?

safe space

inclusive language

meeting students where they are

-Where do we go from here?

build collective funds of knowledge that is strengthened by experience

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Mathematics Resources

https://docs.google.com/document/d/19AOuE5IfGHvlkGKwghT2wEFNllhNlNsyrF-dxcTD-xc/edit?usp=sharing

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Number Talks
-Quiet routine
-strategies without paper
-share out with the class (attach names to the strategies depending upon who they belong to)

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Who gets to do mathematics?
- Is mathematics a human right?
- Who deserves mathematics?
- Who gets left out? Why?
- What makes a mathematics class truly inclusive?

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Addition Strings

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How do we humanize mathematics?

-What do we owe each other?

-Who deserves mathematics?
-Who gets left out? Why?
-What makes a mathematics class truly inclusive?

What is our role as math teachers? Do we teach more than math?

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How can we promote mathematical identity?

"Researchers assert that a mathematical identity is created from a student's belief about their mathematics ability, belief about the instrumental importance of math, beliefs about constraints and opportunities that affect their participation in math, and their motivation to obtain mathematics knowledge" (Taylor, 2017).

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How can the IEP be a tool for change?
-What is the purpose of IEP goals?
-What do IEP goals usually look like? What do they measure?
-What should IEP goals be used to measure?
-How can IEP goals be used to shape and change the instruction?
-What is our role in designing IEP goals for mathematics? How can we use IEP goals as a tool for change?

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Dr. Beverly Evans and KeyMath
-not diagnostic of identifying a disability
-finds out where the students are

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Same but Different instructional video link
https://learn.teachingchannel.com/video/kindergarten-math-lesson-nsf

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Dr. Derrick Smith- Mathematics for Students with Visual Impairments

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Cuisenaire Rods- rather than labeling them with a specific value, label them with a color in order for the value to change depending upon the activity

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What is an inclusive classroom?
-What are the elements of an inclusive mathematics classroom?

-What are the norms in an inclusive mathematics classroom?

-What do students need?

-How has your perspective on inclusive mathematics evolved over the past five weeks?

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Christine Size- Westwood Public Schools
-researches using Neuroscience
-www.sternmath.com

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Mathematics Resources Sheet
https://docs.google.com/document/d/19AOuE5IfGHvlkGKwghT2wEFNllhNlNsyrF-dxcTD-xc/edit

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Thought partners
- give a new perspective
-can bounce ideas off of one another
-helped to focus in on my lesson plan

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Reflection
https://studentsstonehill-my.sharepoint.com/:v:/g/personal/mfoster1_students_stonehill_edu/ET6KwjYMl_tKv1wRwUT7n5MBsIi29JxRxVSWEicGhdFZQQ?e=1d5AH9

*The video was too large to upload to Padlet and Google Docs, so I uploaded it to the One Drive. I also sent the video to you through One Drive. Please let me know if you experience any trouble accessing it.  I hope one of these options works!

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Which One Doesn't Belong?

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Open Middle Problems

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Same but Different

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3 Act Task
-allow students to explore resources independently first and then allow them to communicate thoughts and strategies

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Estimation 180

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Dot Cards

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Your weekly summaries and your video summary demonstrate your growth this semester. You ARE a math person! You can do hard things. You really grew this semester and that's because you pushed yourself.