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Image courtesy Interaction Institute for Social Change &
Center for Story-Based Strategy

#MCTMequity – A Call To Action

A call to action from the president of the Minnesota Council of Teachers of Mathematics (MTCM).

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TAGS: Minnesota, MCTM, Van Der Werf

Equitable Pedagogy: The Key to Students' Mathematical Reasoning and Sense Making

What is equity and what could equity and social justice look like in mathematics instruction? (This is a 5-minute Ignite talk.)

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TAGS: math forum, Marilyn Strutchens, equity

Ever Wonder What They'd Notice?

Asking the right questions and making space for student thinking can change outcomes for students. What can we do as teachers to faciliate their critical thinking and engagement? In this 5-minute Ignite talk, Annie Fetter addresses giving students to space to notice and wonder.

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TAGS: video, MP1, MP3, MP7, MP8, Mathematical Practice 1, Mathematical Practice 3, Mathematical Practice 7, Mathematical Practice 8, Annie Fetter

How to Learn Math

How to Learn Math is a free, self-paced class for learners of all levels of mathematics. It combines information on the brain and learning with research on the best ways to approach and learn math effectively. It is open to anyone learning math, and is good for instructors as well as students.

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TAGS: Jo Boaler, fixed mindset, growth mindset, learning about instruction

Picture Yourself as a Stereotypical Male

How does race, gender, exposure to stereotypes, classroom demographics impact student performance? What does student understanding of the purpose of a test have to do with student performance on the assessment? Can helping students see themselves as "complex, intelligent, talented, individual human selves" actually impact their academic performance? Can it improve performance to acknowledge that testing anxiety can be a result of the experience of bias, and unrelated to actual ability?

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TAGS: race, gender, assessment, research, test anxiety, bias

Radical Equations

Radical Equations: Civil Rights from Mississippi to the Algebra Project. Moses, Robert P. & Cobb, Charles E (2001). Available at many libraries, bookstores, through Amazon and Powell's, etc. (ISBN-13: 978-0807031278)

Moses writes about the connection between math and science literacy and full citizenship/access to power.  The idea that math is a necessary tool for accessing full civil rights may be of interest to many ABE teachers. The Algebra  Project works with entire communities – parents, teachers, and especially students – to create a culture of literacy around algebra, a crucial steppingstone to college math and opportunity.

From the publisher:

"At a time when popular solutions to the educational plight of poor children of color are imposed from the outside –— national standards, high-stakes tests, charismatic individual saviors –— the acclaimed Algebra Project and its founder, Robert Moses, offer a vision of school reform based in the power of communities.

Begun in 1982, the Algebra Project is transforming math education in twenty-five cities. Founded on the belief that math-science literacy is a prerequisite for full citizenship in society, the Project works with entire communities — parents, teachers, and especially students — to create a culture of literacy around algebra, a crucial stepping-stone to college math and opportunity."

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TAGS: algebra, civil rights, equity, Robert Moses, Algebra Project

Students with Disabilities Can Do Math

Slides, detailed resources and a record of Twitter discussion around this important topic.

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TAGS: disability, mainstream, inclusion

The Problem with Math is English

The Problem with Math is English. Molina, Concepcion (2012). Available at many libraries, bookstores, through Amazon and Powell's, etc. (ISBN-13: 978-1118095706)

Molina explores the relationship between mathematical instruction and language. There is also a recording of a webinar with Molina here

From the publisher:

Published in partnership with SEDL, The Problem with Math Is English illustrates how students often understand fundamental mathematical concepts at only a superficial level. Written to inspire "aha" moments, this important new book offers teachers the tools they need to help their students identify and comprehend the nuances and true meanings of essential math concepts—such as multiplication, division, fractions, place value, and much more—by exploring them through the lenses of language and symbolism.

The Problem with Math Is English explains how language-focused conceptual instruction leads students to a deeper understanding than traditional procedural-based teaching methods. By placing emphasis on truly understanding math concepts, Dr. Molina shows that teaching math becomes easier when teachers are able to communicate the language, symbolism, and representation of math to all of their students.

"Teachers of mathematics of all levels who read and spend time with this fun and challenging book will strengthen their content knowledge and find confidence in their own ability to think and reason. When teachers truly understand and embrace the mathematics/language connections so richly illustrated in the book, they will be able to pass on to all of their students a depth of mathematical insight and joy they may never have imagined before." (See more at Powell's)

TAGS: book, Como Molina, vocabulary, language learner, ESL, ELL