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Non-English speakers experience inequity during math.

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Non-English speakers experience inequity during math.

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Pushing students beyond what is appropriate for a student can cause frustration but not challenging enough can also cause frustration. Finding that balance and appropriate differentiation can be challenging.

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I find it problematic that students get math learning support during the math block. It impacts access to core instruction but teams of teachers have not been able to come up with other times that work either. 

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I find it problematic that students get math learning support during the math block. It impacts access to core instruction but teams of teachers have not been able to come up with other times that work either. 

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Parents can be a source or negative math attention for children. Focusing only on how quick a child can solve the problem or their math score.

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By having enough time to check in with each child and ensuring there is understanding before moving on.

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By having enough time to check in with each child and ensuring there is understanding before moving on.

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Strategic grouping. Valuing all input (including incorrect answers) because there is learning that can come from it.

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Assuming these “truisms” (“ all people should find joy in math” “inquiry best enables us to teach math”) apply to all learners. That systems changes (to curricula) will eventually make it possible to level the playing field. That does not mean they are not good goals but even these assumptions are culturally and “able-ism” biassed.

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By moving too quickly and not giving students the time to develop deep understanding

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By moving too quickly and not giving students the time to develop deep understanding

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Co-constructing math tools and strategies with students so our classroom posters, math TPRs, word problems, and tests give students an authentic opportunity to feel responsible for their learning and engage students at all levels

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Students being pulled during math time miss the lesson and then come back and need to catch up. Not enough time.
ELL students

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New vocabulary that is unfamiliar to the student may misrepresent their math understanding when in actuality they need vocabulary defined rather than math conceptual reteaching or interventions we assume that student needs

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New vocabulary that is unfamiliar to the student may misrepresent their math understanding when in actuality they need vocabulary defined rather than math conceptual reteaching or interventions we assume that student needs

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Check in with students regularly

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not spending enough time to develop the deeper conceptual learning

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ELL experience inequities in math

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Not giving students enough time to develop their conceptual understanding

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Providing different ways for children to interact with the learning (tech, hands on, visual, etc)

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Making sure that content is accessible to all by providing scaffolding, visuals, and cultural relevance…keeping in mind students with different cultural backgrounds, language proficiency, and abilities.

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Trying to group students according to needs

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Not offering enough challenge aligned to particular students.

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Expecting students to understand  references like a "lemonade stand" or buying a dozen eggs when we construct problems that starts students three steps behind before they've even begun

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By building confidence and skills through the use of tools and strategies. When students experience success in solving math problems, it builds a more positive math identity. 

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By building confidence and skills through the use of tools and strategies. When students experience success in solving math problems, it builds a more positive math identity. 

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Lots of visuals

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Rushing through the curriculum, only focusing on one strategy or only accepting one strategy, not allowing time for students to talk through their answer or understand their mistakes

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Time to check in and provide interventions as needed

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Time to check in and provide interventions as needed

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Working with similar ability students (such as those with similar conceptual challenges, those with similar language challenges) to slow down the pace, increase explicit-ness is key /core knowledge.

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Working with similar ability students (such as those with similar conceptual challenges, those with similar language challenges) to slow down the pace, increase explicit-ness is key /core knowledge.

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Find extra time to help students who needs to catch up

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ELL learners and learners with disabilities

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Difficult when there are students significantly above the grade level expectation. How to balance that within a class and not let it become something which diminishes the enthusiasm/self esteem of other students.

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Help teachers tease out the “nice to knows” vs “need to knows” So challenged learners can meet basic conceptual targets 

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Help teachers tease out the “nice to knows” vs “need to knows” So challenged learners can meet basic conceptual targets 

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There is not enough time dedicated in the curriculum/calendar to developing deep understandings, practicing, and learning vocabulary (both academic and Tier II words) before teachers have to move on to stay on track with the units. 

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There is not enough time dedicated in the curriculum/calendar to developing deep understandings, practicing, and learning vocabulary (both academic and Tier II words) before teachers have to move on to stay on track with the units. 

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Taking the time to teach different strategies, providing opportunities for students to see how others have solved the same problem (i.e. number talks)