Students come to school with valuable experiences and immense potential. To meet this potential, teachers need to attend to relationships with students and their mathematical thinking as a basis for instructional change to not only work with and from students’ thinking but support their growth and connections over time. In this session, we will unpack three core practices and ideas to create asset-based learning environments to support students’ mathematical brilliance. Specifically, we will discuss listening, centering, and building as foundational, high-leverage teaching practices. We will offer practical ways that teachers can enact these practices within both the whole class and small learning environments.
Are you someone who supports (or wants to support) elementary pre-service teachers’ or new teachers’ learning? Are you looking for ways to help teachers enact equitable math instruction? In this session, we share how teaching cases can be useful for helping pre-service or in-service teachers grapple with the challenges of enacting equitable math instruction. We will share examples of teaching cases that have been designed by current teachers to depict the challenges they’ve encountered when trying to teach elementary math equitably. These cases take up issues such as power dynamics in group work, curriculum that is not representative of students’ experiences, and the impact of cultural beliefs and practices on math learning. We’ll share several cases with participants, engage in discussions about what teachers might learn from the cases, and brainstorm ideas for new cases that can further support teacher learning.
This will be an open discussion where I define Critical Race Theory, explain its use in education, and its particular relevance to mathematics education. Time will be provided for discussion and Q&A.
