{"id":564,"date":"2023-08-14T13:47:40","date_gmt":"2023-08-14T13:47:40","guid":{"rendered":"https:\/\/www.terc.edu\/mathequityforum\/?page_id=564"},"modified":"2024-06-07T16:25:04","modified_gmt":"2024-06-07T16:25:04","slug":"blog","status":"publish","type":"page","link":"https:\/\/www.terc.edu\/mathequityforum\/blog\/","title":{"rendered":"Blog"},"content":{"rendered":"
\"Emotions<\/div>
Emotions in Math Class: How Student Reflection Can Build Awareness and Resilience<\/a>

How might student reflection support students and teachers in recognizing and working through emotions that can interfere with learning in math class?<\/p><\/div><\/div>


<\/div>
\"Temperature:<\/div>
Temperature: Connecting Math, Science, and Social Studies in Grade 5<\/a>

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.<\/p><\/div><\/div>


<\/div>
\"Using<\/div>
Using Student Reflection to Inform a Strength-Based Approach to Math Learning<\/a>

A teacher explores how inviting her students to reflect on positive math experiences helps her acknowledge and build on students\u2019 strengths and current understandings. <\/p><\/div><\/div>


<\/div>
\"Reflections<\/div>
Reflections from the Classroom: Students as Agents of Their Learning<\/a>

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.\" <\/p><\/div><\/div>


<\/div>
\"Developing<\/div>
Developing an Equitable Math Learning Community from Day 1<\/a>

Establishing and maintaining an equitable math learning community requires explicit attention, careful planning, and hard work, from the beginning of the school year.\u00a0<\/p><\/div><\/div>


<\/div>
\"A<\/div>
A New Class, A New Year: The Role of Classroom Agreements<\/a>

A critical component of a community where every student feels like they belong is the development of classroom agreements.<\/p><\/div><\/div>


<\/div>
\"A<\/div>
A Space for All of Us: Setting Up the Classroom<\/a>

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?<\/p><\/div><\/div>


<\/div>
\"Quilts:<\/div>
Quilts: Connecting Math, Art, and Communities in the Primary Grades<\/a>

Students investigate features of shape as they learn about quilts and quilters and as they make their own paper quilts. <\/p><\/div><\/div>


<\/div>
\"Excursions:<\/div>
Excursions: Activities That Connect Students with Their Interests, Communities and the World<\/a>

Excursions are deep and rigorous math activities that\u00a0support all students in making meaningful connections between the mathematics they are learning, their interests, their communities, and the world. They support the development of a vibrant mathematics classroom in which all students feel that their identities are welcomed and engage actively and joyfully in learning.<\/p><\/div><\/div>


<\/div>
\"Math<\/div>
Math Workshop: A Structure that Supports Equity in the Elementary Math Classroom<\/a>

Math Workshop can foster the development of an equitable learning community. When it is structured to foster independence and encourage students in taking responsibility for their own learning and the learning of others, it can also the development of mathematical identity and agency.<\/p><\/div><\/div>


<\/div>
\"What\u2019s<\/div>
What\u2019s New at the Forum?<\/a>

Since its launch in Fall 2023, the Forum for Equity in Elementary Mathematics has pursued our goal of providing resources, publications, and professional learning opportunities to broaden and deepen perspectives and to open up discussions among educators about equitable math learning communities. Check out our resources.<\/p><\/div><\/div>


<\/div>
\"Discussions:<\/div>
Discussions: A Structure that Supports Equity in the Elementary Math Classroom<\/a>

Whole-class discussions are an essential feature of the elementary math classroom [and so] it is important to think about and plan for how to make participation in such discussions equitable and how to establish an environment where students share their thinking and listen thoughtfully to the ideas of others.<\/p><\/div><\/div>


<\/div>
\"A<\/div>
A Tool to Support Equitable Participation in Small Group and Pair Work<\/a>

\u201cUnderstanding what it means to \u2018be a good partner,\u2019 and how to make space for each person\u2019s ideas, are important aspects of an equitable learning community.\u201d ... But how to ensure that all students are positioned and seen as thinkers and doers of math during partner work?<\/p><\/div><\/div>


<\/div>
\"Partner<\/div>
Partner Work: A Structure that Supports Equity in the Elementary Math Classroom<\/a>

Partner work is a\u00a0structure that offers critical opportunities to promote equity in the mathematics classroom and support the identity and agency of all students, especially those who have been historically marginalized in mathematics.<\/p><\/div><\/div>


<\/div>
\"Which<\/div>
Which Students Get Which Questions? Using a Teacher Reflection Tool to Find Out<\/a>

What a teacher does during a discussion can powerfully impact whether and how a student participates. One teacher used the Teacher Reflection Tool for Whole Class Discussions to reflect on which students she was calling on to answer which types of questions. She used what she learned to make some changes to her practice and try to bring about more equitable participation in the discussions in her classroom.<\/p><\/div><\/div>


<\/div>
\"A<\/div>
A Teacher Reflection Tool to Support Equitable Participation in Whole Class Discussions<\/a>

It is important to pay attention to and reflect on students\u2019 participation in whole class discussions in order to bring about more equitable participation.<\/p><\/div><\/div>


<\/div>
\"The<\/div>
The Power of Teacher Reflection to Sustain Equitable Math Learning Communities<\/a>

Self-reflection can be a powerful tool for teachers and school leaders. It can be implemented immediately and regularly to help us focus on instructional practices, uncover beliefs and values that may impact how our students see themselves in the math classroom, and move us to take action to create more inclusive learning communities.<\/p><\/div><\/div>


<\/div>
\"Using<\/div>
Using Teacher Self Reflection to Foster Equitable Learning Communities<\/a>

Teaching is an academic and human endeavor that involves continuous cycles of interactions of the instructional core: students, content, and teachers. <\/p><\/div><\/div>


<\/div>
\"How<\/div>
How Student Reflection Helped Two Teachers Learn about Their Students<\/a>

In the course of field testing the tool, teachers found that setting aside time for their students to reflect contributed to a culture that was built on trust, honest feedback, and open communication<\/p><\/div><\/div>


<\/div>
\"A<\/div>
A Cycle of Reflection: Learning More About Our Students<\/a>

Developing an equitable math learning community that centers each student\u2019s identity, needs, and voice requires that teachers take the time to learn about their students ...<\/p><\/div><\/div>


<\/div>
\"What<\/div>
What Do Your Students Think about Math? Student Reflection as a Tool for Finding Out<\/a>

In order to develop a classroom community that encourages and incorporates students\u2019 ideas and agency, we need to be aware of opportunities that allow us to learn more about our students.<\/p><\/div><\/div>


<\/div>
\"Student<\/div>
Student Reflection: Why Ask Students What They Think about Math?<\/a>

Establishing an atmosphere of trust is essential if we want students to feel safe sharing openly about themselves and their experiences with us and with each other.<\/p><\/div><\/div>


<\/div>
\"Establishing<\/div>
Establishing an Equitable Learning Community in the Elementary Mathematics Classroom<\/a>

Equitable learning communities focus on the development of students\u2019 mathematical ideas and require a commitment to provide all students access to rigorous, cognitively demanding mathematics.<\/p><\/div><\/div>


<\/div>
\"Welcome<\/div>
Welcome to the Forum for Equity in Elementary Mathematics<\/a>

Welcome to The Forum for Equity in Elementary Mathematics, a place for educators to reflect on and discuss equity, access, identity, and agency in the elementary mathematics classroom. One of its goals is to provide ...<\/p><\/div><\/div>


<\/div>\n","protected":false},"excerpt":{"rendered":"

by Karen Economopoulos<\/a>, Susan Jo Russell<\/a>, and the Forum for Equity in Elementary Mathematics<\/em> team<\/a><\/p>\n

September 22, 2023<\/p>\n

The Forum for Equity in Elementary Mathematics <\/em>is a place for educators to reflect on and discuss equity, access, identity, and agency in the elementary mathematics classroom. One of its goals is to provide resources, publications, and professional learning opportunities that will broaden and deepen discussions among educators as we seriously and passionately pursue equity in mathematics,  » Read more<\/a><\/p>\n","protected":false},"author":4,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"template-fullwidth.php","meta":{"_acf_changed":false,"_relevanssi_hide_post":"","_relevanssi_hide_content":"","_relevanssi_pin_for_all":"","_relevanssi_pin_keywords":"","_relevanssi_unpin_keywords":"","_relevanssi_related_keywords":"","_relevanssi_related_include_ids":"","_relevanssi_related_exclude_ids":"","_relevanssi_related_no_append":"","_relevanssi_related_not_related":"","_relevanssi_related_posts":"218,1190","_relevanssi_noindex_reason":"","footnotes":""},"class_list":["post-564","page","type-page","status-publish","hentry"],"acf":[],"yoast_head":"\nBlog - Forum for Equity in Elementary Mathematics<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/www.terc.edu\/mathequityforum\/blog\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Blog - Forum for Equity in Elementary Mathematics\" \/>\n<meta property=\"og:description\" content=\"by Karen Economopoulos, Susan Jo Russell, and the Forum for Equity in Elementary Mathematics team September 22, 2023 The Forum for Equity in Elementary Mathematics is a place for educators to reflect on and discuss equity, access, identity, and agency in the elementary mathematics classroom. 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