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Some teachers may make assumptions about their students' math experiences.

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Stop Pushing for Algorithm or Fast Facts

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Stop Pushing for Algorithm or Fast Facts

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Kids who are rushed to memorize facts or do a procedure without conceptual understanding will endure long term negative consequences. Teaching for deep conceptual knowledge will take longer (and it's HARD). Flashcards/reflex will not teach conceptual understanding.

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We have math lab and 6+ so it looks like SAS believes in tracking which promotes inequities

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My students who are not yet strong English speakers miss a great deal of our discussions and often draw the opposite understand from the intended lessons. I haven't figured out the best way to deal with this. I had hoped that using lots of manipulative to build place value understandings, but so far, it has not.

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By not making assumptions about our math learners and truly getting to understand who they are and how they problem solve, it becomes much easier to engage in mathematical teaching/reasoning.

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We often welcome and encourage different approaches and strategies to problem solving strategies.

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providing intervention or extension after seeing their thinking in action, understanding their thinking, and connecting to where they are

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Students that don't go to math lab sometimes see themselves as not being good at math. I see more boys getting into math lab then girls at times.

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I assume they can all learn. I provide a great deal of individualized support to fill in gaps so that all children are ready for the fifth grade content and ideas.

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Long live low floor and high ceiling rich tasks that allow all learners a way into finding the joy of math.

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It's hard to teach for conceptual understanding if, as a teacher, you are not comfortable with that conceptual understanding yourself.

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Purposeful small group instructions driven by standards and formative assessments.

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Sometimes teachers might perpetuate inequities through misguided use of flexible groupings. For example, consistently creating homogeneous groups of "high" and "low" groups for math practice in class.

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Sometimes teachers might perpetuate inequities through misguided use of flexible groupings. For example, consistently creating homogeneous groups of "high" and "low" groups for math practice in class.

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Our English Language Learners are often marginalized. It is often a lack of English language proficiency (and not math) that holds them back and acts as a road block for them.  I imagine having an ELL program for upper elementary could help support these students. 

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Our English Language Learners are often marginalized. It is often a lack of English language proficiency (and not math) that holds them back and acts as a road block for them.  I imagine having an ELL program for upper elementary could help support these students. 

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A fifth grader who doesn't know their facts most likely doesn't just need more fact practice. These students are better served teaching with conceptual understanding in mind.

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Students who need more time, or multiple attempts, to master math concepts are often penalized. We reward computation and grades not the perseverance required to master the concepts. We forget that math is not just algorithms and abstract expression, students need strong literacy skills in reading and writing to do well in mathematics.

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Work through math tasks with colleagues to "spy as yourself as a mathematician" and compare strategies so you can experience a variety of thinking/strategies before presenting that task to your students.

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Collaboration! Students learn more from each other than they do from the teacher.

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More than any other content... math creates anxiety. We need consider the socio-emotional needs of students as we build our math classroom community. Failure is an expected part of being a mathematician, but failing in math is not. Students need the ability to have multiple attempts to master key math concepts.

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Programs like Math Lab and Math 6+ perpetuate inequities in math learning. These programs also tend to counteract the work we're trying to do with fostering positive personal identities as mathematics learners. This comes in the form of comparing self with others, competition among students, competition among parents, peer pressure, parent pressure, and the perception that getting into Math Lab or Math 6+ will determine their high school math tracking and eventually their marketability to universities. All of this anxiety starts in elementary school and is manufactured by our current system and practices. 

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Programs like Math Lab and Math 6+ perpetuate inequities in math learning. These programs also tend to counteract the work we're trying to do with fostering positive personal identities as mathematics learners. This comes in the form of comparing self with others, competition among students, competition among parents, peer pressure, parent pressure, and the perception that getting into Math Lab or Math 6+ will determine their high school math tracking and eventually their marketability to universities. All of this anxiety starts in elementary school and is manufactured by our current system and practices. 