https://padlet.com/smiths42/yw9imcprm0ee Demonstrating key relationships between the main concepts of TE 855. en-us 2017-12-04 16:43:33 UTC 2017-12-05 02:22:52 UTC hello@padlet.com smiths42 https://padlet.com/smiths42/yw9imcprm0ee/wish/212975565 Incorporating high-quality, open-ended group tasks where multiple solution paths are possible, thus giving students of various ability levels access to a given task, which helps to improve problem solving and communication skills, as well as raise the status of low-achieving students.]]> 2017-12-04 17:37:22 UTC https://padlet.com/smiths42/yw9imcprm0ee/wish/212975565 smiths42 https://padlet.com/smiths42/yw9imcprm0ee/wish/212976040 The qualities we exhibit, both personally and scholastically, naturally position us in different roles and authorities within a group setting. Teachers can accommodate for these innate roles by strategically grouping students and positioning them in roles that promote personal and group success.]]> 2017-12-04 17:37:51 UTC https://padlet.com/smiths42/yw9imcprm0ee/wish/212976040 smiths42 https://padlet.com/smiths42/yw9imcprm0ee/wish/212976108 Teachers can empower students from marginalized groups by first understanding low-status students' mathematics socializations and identities. This will inform teachers of the social contexts and injustices their students experience on a day-to-day basis, which will drive socially-just units and curriculums that create equity in the classroom.]]> 2017-12-04 17:37:57 UTC https://padlet.com/smiths42/yw9imcprm0ee/wish/212976108 smiths42 https://padlet.com/smiths42/yw9imcprm0ee/wish/212976315 Little "d" discourse represents communicating with other people, through the use of language, to convey certain meanings for specific purposes. Capital "D" Discourse is discourse that takes into account the socially-accepted identities that individuals bring to discourse conversations. Discourses, in any situation, will immensely impact the language-based discourse between people, as our roles as part of these specific groups of people impact the way we communicate with the world.]]> 2017-12-04 17:38:17 UTC https://padlet.com/smiths42/yw9imcprm0ee/wish/212976315 smiths42 https://padlet.com/smiths42/yw9imcprm0ee/wish/213001220 When teachers are implementing open-ended tasks, it is critical that they are sensitive to how they have positioned the students in their groups. Positioning students in a way that gives them a distinct, important role, allows for equal access to the task. Doing so will help diminish those innate authority rankings and allow students to also see the value in each other's thoughts and ideas, thus strengthening group performance and success on the task at hand.]]> 2017-12-04 18:23:09 UTC https://padlet.com/smiths42/yw9imcprm0ee/wish/213001220 smiths42 https://padlet.com/smiths42/yw9imcprm0ee/wish/213004805 Teaching math for social justice positions marginalized students with a level of authority they would not typically have based on the identities they tend to assume in the classroom. Allowing students to investigate the issues they actually experience in their life makes them a valuable resource inside of the classroom, and also positions them as an advocate who can use and preach about the power of mathematics to invoke social change.]]> 2017-12-04 18:29:52 UTC https://padlet.com/smiths42/yw9imcprm0ee/wish/213004805 smiths42 https://padlet.com/smiths42/yw9imcprm0ee/wish/213009538 Teaching for social justice recognizes and validates the different Discourses students bring with them into the classroom. Teachers can/do investigate these Discourses and then use social aspects of them to drive instruction, thus creating empowering, meaningful mathematical discourse between students from various Discourses.]]> 2017-12-04 18:38:44 UTC https://padlet.com/smiths42/yw9imcprm0ee/wish/213009538 smiths42 https://padlet.com/smiths42/yw9imcprm0ee/wish/213013245 Positioning students purposefully will help to restrict students of different Discourses from falling into specific "typical" roles/identities (i.e. the privileged White male student becomes the natural authority figure of the group, or the quiet Hispanic student is overlooked because it is assumed they know nothing). This will improve the mathematical discourse of student groups as well as student involvement in group conversation, regardless of Discourse. ]]> 2017-12-04 18:45:11 UTC https://padlet.com/smiths42/yw9imcprm0ee/wish/213013245 smiths42 https://padlet.com/smiths42/yw9imcprm0ee/wish/213016472 Incorporating elements of social justice into the classroom requires use of open-ended, complex instructional tasks. Open-ended tasks give students the freedom they need to make sense of the injustices they are investigating, and further allows students to take ownership of their learning, contribute in meaningful ways, and model with mathematics in unique fashions. Social justice lessons and complex instruction also both aim for equity in the classroom. Both, too, represent a main goal of the standards-based curriculum reform highlighted by Kilpatrick, which focused on developing students' mathematical power.]]> 2017-12-04 18:51:34 UTC https://padlet.com/smiths42/yw9imcprm0ee/wish/213016472 smiths42 https://padlet.com/smiths42/yw9imcprm0ee/wish/213033437 Complex instructional tasks require students from different Discourses to engage in mathematical discourse about a specific problem, resulting in unique solutions for the task at hand. Since groups of students represent different combinations of Discourses interacting with each other, approaches to the task will differ, which is a goal of implementing open-ended tasks into instruction.]]> 2017-12-04 19:18:29 UTC https://padlet.com/smiths42/yw9imcprm0ee/wish/213033437