Culturally sustaining pedagogy validates students' identities and fosters a sense of belonging and empowerment. Educators attending this session will explore methods for creating a more inclusive learning environment by integrating students' diverse experiences into the math classroom. Through the lens of multiple free desmos classroom lessons, participants will learn how to use a problem-based approach to intentionally increase curiosity and build upon students’ ideas in an effort to provide all learners with access to on-grade-level mathematics.
In this session we reflect upon equity in the teaching of mathematics content and how rough draft and revising can be considered an equity-minded pedagogical approach. As a part of being equity-minded, teachers and classmates strive to recognize the strengths in students’ thinking at any stage, including drafts and revisions. We will experience learning through drafting and revising and reflect on equity implications.
Dr. Jansen is a professor in the mathematics education program area in the School of Education at the University of Delaware where she teaches future elementary and secondary teachers. Her research focuses on students’ engagement with mathematics and understanding how pre-service... Read More →
Tuesday January 28, 2025 11:00 - 12:00 MST
Ballroom A
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.
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.
