What are the standards?

Helping and providing the resourcse and conditions for all students to reach their potential.

What does it mean to do mathematics? agency in the classroom and in the world.

creating conditions conducive for a Mathematical life. How does that speak to Mathematics?

Toru Hayata

Chris Triantafillou

Jennifer Thom

Cristina Poli

Irene Duranczyk

Context

Opportunity

Relationship

Movement

Respect

Equity is a goal, an aim, a vision of the future, something to aim towards, a point of reference... but can not be realised, it is the target of solidarity, a quest.

Not about sameness but a recognition and acknowledgment of difference. Not a state we can reach but something to aspire to, value-based.

Human right, respect, meaning of equity/inequity is embedded in language... deeply cultural, historical

Mathematics should be useful to your life and is also contextual.

National testing in Australia - NAPLAN and differences in results across groups but these tests do not offer opportunities to connect to knowledge.

Florence, from Canada,

Ayla, from Brazil,

Uzuri, from Spain

Lara and Vilma from the US

Chiara

Danny

Luz

Ofer

Jodie

Marzia Garzetti

Jonathan Morcos

Christina Krause

Jason Cooper

“Our task is to make trouble, to stir up potent response to devastating events, as well as to settle troubled waters and rebuild quiet places … Staying with the trouble requires learning to be truly present, not as a vanishin point between awful or edenic pasts and apocaliptic or salvific futures, but as mortal critters entwined in myriad unfinished configurations of places, times, matters, meanings.”

as sense making

attention to what it means to be in a society

importance of the Maori language first

ties between stories

New version seems more static/ sterile. Translations of the English to the Maori language, put upon.

What began as quite deep became quite superficial, vague and human-less

Math is something that we do and makes ours lives better in these ways, new no purpose

historical processes are not explicit

more language of "we" us, but unclear who is the us--also the processes that affect the "we" are abstract and impersonal

utilitarian ("Useful", "enable us")

Probably not a bad thing

Miglena from Italy

Chiara from Italy

Luz from Chile

Uzuri from Spain

In classrooms with children with disabilities, respect each other. Need for support in a fully inclusive way.

Ongoing struggle to have equity.

Being more student centred rather than teacher centred. Connecting to student interests and how mathematics might inform activities that they are involved in.

People receive what they need and want .

Education through mathematics, not merely education for math

• different for different contexts / backgrounds

General aspects:

• support

• respect

• communication

• responsibility (for learning; for formulating (own) goals;... also on part of the students...)

(math part missing so far)

learning

participation

social mobility

goals

evaluation needs to account for the goals and processes

and highly contextualized

Student choice

Ability to pursue learning at any point in time

Homogeneous vs heterogeneous (or random) grouping

Ability to show and demonstrate what they (students know) as opposed to being told

Adapt to everyone's needs

Listening to the students

Improvement in students but shown in different ways.

Recognition of what success looks like for each student.

Not individual but community success and students balance each others strengths and weaknesses and learn from each other.

Belonging - all students have a sense of belonging.