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People have assumptions about certain areas of DC and make split-second judgements about people from those areas. It is not only one person feeding into the idea, but everyone is perpetuating continued poverty onto children.

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We all have the ability to do math despite preconceived notions that only select few can
Math can and should be personalized to cater to students

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Inequities is not a foregone problem, it is not something that we should assume that a group of minority kids cannot do. It will just require more effort on our part. For example, thinking outside of the box and getting supplies from outside resources, and thinking of new ways to approach inequities.

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We should find ways to make sure we have the resources for our students and ourselves. We need funding but at the end of the day we need to find a way with what we have. We can ultimately reach out to friends and family

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There is a correlation in DC between economics and education. It’s important to understand the underlying causes both within the classroom and outside of the classroom.

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There is a correlation in DC between economics and education. It’s important to understand the underlying causes both within the classroom and outside of the classroom.

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Using differences to teach them instead of bring them further apart. Need to provide as much scaffolding as possible for all of our students, not every student is going to be at the same level. Importance of culturally relevant teaching in math- using real world examples!

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Addressing inequities as math teachers requires teaching through an equity lens, finding examples that are relevant to students, and teaching that being wrong doesn’t mean you’re failing.

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Addressing inequities as math teachers requires teaching through an equity lens, finding examples that are relevant to students, and teaching that being wrong doesn’t mean you’re failing.

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Being engaged with our students and working to support our students outside of the classroom.  We are often the voice for the voiceless and we are the advocates for our students, so we need to listen to and see what they need and fight for that.

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Being engaged with our students and working to support our students outside of the classroom.  We are often the voice for the voiceless and we are the advocates for our students, so we need to listen to and see what they need and fight for that.

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DC is very divided by race and poverty. This divide leads to poor educational outcomes.

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We need to allow them to learn and be able to keep them engaged. We need to be confident and give them the resources that they need to succeed. 

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We need to allow them to learn and be able to keep them engaged. We need to be confident and give them the resources that they need to succeed. 

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We have to find a way to make the school system work for teachers. Try to make the school system give the funding we need in the classrooms.

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Be creative in our teaching.  Make sure students are experiencing math in a context that is engaging and relates to their lives. 

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Be creative in our teaching.  Make sure students are experiencing math in a context that is engaging and relates to their lives. 

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Going outside of the classroom working on advocacy for students. Going to DC to advocate for policy that aided disability work in schools. Our responsibility to go outside the classroom to advocate for our students.

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Everyone can do math and how well the math connects to student lives helps them understand it more. Lena spoke about the usability of math and knowing how will it be used in real life helped people be more interested. In order for kids to like learning about math they connect it to their culture and life. Also number sense is in everyone. A teacher's ability to make math fun and relatable will help students tap into their math ability.

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Teaching more to the students because they do not have as many real world examples.

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It is very important to connect to your students on a deeper level. It is our job to know the communities and understand our biases in order to best serve the students. Also understand that students are capable of great things. Find ways to get the students what they need (resources) to unlock that greatness.