A math coach describes how she worked with a third grade teacher to use the Teacher Reflection Tool to uncover patterns in whose voices were being heard, and how they invited students into the conversation about those patterns and how they could be changed.
The community a young child lives in and the buildings that are a part of it can be an important part of students’ lives and is ripe for mathematical connections to geometry…
How might student reflection support students and teachers in recognizing and working through emotions that can interfere with learning in math class?
Students interpret line graphs about places with extreme temperatures, learn about Matthew Henson’s role in an expedition to the North Pole, and make line graphs showing the average temperature in a place someone in their family or neighborhood has lived.
A teacher explores how inviting her students to reflect on positive math experiences helps her acknowledge and build on students’ strengths and current understandings.
Math specialist Rachel Goldner describes working towards her goal: “students [who] look less often at me for assurance, correct answers and approaches and…instead look within themselves for how to solve problems.”
Establishing and maintaining an equitable math learning community requires explicit attention, careful planning, and hard work, from the beginning of the school year.Â
A critical component of a community where every student feels like they belong is the development of classroom agreements.
How can the design of a room promote the distribution of math authority, equitable participation, and respect for different learners? How can it ensure that students see themselves, feel welcome, and understand that this will be a joint undertaking?
Students investigate features of shape as they learn about quilts and quilters and as they make their own paper quilts.