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How do we continue to dismantle tracking?  Specifically, what is the place of acceleration?  Can we move to "honors" being a deeper dive within a course rather than the next course (a deeper dive available to ALL students).

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"Visual and physical representations of mathematics are not only for young children, nor are they merely a prelude to abstraction or higher-level mathematics (Boaler et al, 2016)."

While I have always promoted the former, not just for young children, I may have been guilty of using them as a prelude to abstraction. Point taken.

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"this framework highlights examples that are multi-dimensional, with mathematical experiences that are visual, physical, numerical, and more."

Glad to see the message here about the importance or other modalities / representations. Students have to know the procedure before we can "do math" is a fallacy. You have to "do math to understand the procedures and when & how they apply.

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In lines 195-196, it discusses the important role that math teachers play in communicating messages around mathematical success.  This has always been my struggle when working with teachers with deficit mindsets; the students do not know they are "low kids," or "bubble kids," or "bad at math" until we as teachers communicate that to them.   How do we help all to change the message they are communicating to all students?

In lines 219-220, it discusses tracking and I always connect this back to my high school experience and the site with which I currently work because the size of the school limits many options and almost forces tracking at the high school level because the options are very limited. This unfortunately applies to both math and science at my site. On the flip side, it also forces tracking in middle school where there are no acceleration classes available either.

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Strong right from the start: Gatekeeper or Launchpad?

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Strong right from the start: Gatekeeper or Launchpad?

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A lot of discussions at my site have circled around this idea of how students view and approach math and a need to almost "rebrand" math. The concerns and needs teachers at my site are expressing are addressed right in these first lines as it addresses it as "undoing a self identity" to one that is open minded, perseveres and views the relevance and connections that mathematics inherently have. Developing Agency and Identity! Love it!

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Thoughts:
Sure the framework adds new research validation but, unfortunately, to all of the things we already knew are contributors to effective math instruction. I appreciate the focus on mathematics, much like literacy, as a gate ways to educational success but more so from the critical thinking training than rote mechanics. Bringing multiple representations and multi-dimensional thinking into full focus was reassuring as it highlights work we are currently engaged in with teachers.

Questions:
Will this framework alone be the lynchpin of systemic change?

Will we get another chance like this to be transformative in the way we approach mathematics teaching?

How can these ideas get traction with math teachers back at our sites?

What more is needed to leave deficit thinking behind?

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"Before students have opportunities to excel in mathematics, many often self-select out of mathematics because they see no relevance for their learning, and no longer recognize the inherent value or purpose in learning mathematics." This was tough to read and seems like an overwhelming problem to solve How do we get kids to see mathematics as valuable? Then later it says, "Students learn best when they are actively engaged in questioning, struggling, problem solving, reasoning, communicating, making connections, and explaining." This gives me hope. Maybe we don't have to depend as much on the content to be relevant, but instead we can make math relevant through how they experience mathematics.

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As a former elementary teacher and now, 6th grade teacher, it hurts me to hear kids say they are bad at math.  They had to have heard that from someonw.  I agree that mulitple representations and time to complete problems/tasks are important in mathematical learning and thinking.  Students need to learn to collaborate and discuss mathematical problems to really learn the concepts and make it "stick."   Do to my age, there were no STEAM pathways, nor were there advanced math classes for  students like me.  This caused a loss of learning for me as a student because I just helped the other students instead of being challenged in my mathematics courses.  I am wondering how I can make sure to reach all of my students at their  levels?  THis is a great introduction to remind us all to make sure we are teaching to all our students.

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I received a below basic (back in STARR testing days) in high school mathematics. Only to later major in mathematics in college.
Another item that stood out to me was the mention of a data science course allowing another option for students.

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Tracking has always been my experience when it comes to my education, and this tracking started as early as elementary school. I was pulled out of my class to get more intervention on EL. This often happens during mathematics session of the school day. As I entered middle school, I was entered into the Algebra I track. "This means that many school
systems are organized in ways that ultimately decide which students are likely to go into
STEAM pathways when they begin sixth grade." I was one of those kids who entered the STEAM pathways just because I was quick in calculating mathematics. I remembered struggling with word problems because I never learned how to think critically. This introduction really hits home with the disservices that students have with mathematics.