Thread by @KarenCampe

@ATMNE_math panel discussions happening now! Being recorded for those who can't attend live.
Thanks @atomic_math!
Looking forward to panel on "Math 4 All" with @carloliwitter @mslailanur & Michelle McKnight
#MTBoS #iTeachMath

Michelle: Math 4 All means all Ss see themselves as math do-ers & thinkers & communicators. No obstacles are being set up by us, so all Ss see themselves as "math people"
@mslailanur : Meet all Ss where they are

@mslailanur @carloliwitter Everyone should have the access to all the math, so everyone can have the opportunities & options.
Reminded of Bob Moses, radical equations.

#math4all @ATMNE_math
Laila: we still have that notion that only some people can learn, that only some people are "math people".

Let's look at our biases, do we really believe that every student can learn this to their fullest ability?

Sal Khan ted talk...

#math4all @ATMNE_math
Laila: what am I putting in place in my classroom to allow "math for all" to be true?
How can I make my words and my actions match (look at my biases)? How can I allow everyone in my classroom to have success with math?

#math4all @ATMNE_math
Michelle: too often the narrative for #elemmath is that being good at math is being fast at math.
We need to allow Ss time to think through the math, change the narrative that taking time means "bad at math"

#math4all @ATMNE_math
In the chat:
--Checking biases really requires a supportive friend who can point out what you aren’t noticing about yourself.
--Parents sometimes make comments, "my child is not good at math because I was not good at math." We also need to educate parents

#math4all @ATMNE_math
Carl: no negative self-talk
In the chat:
--I have started calling students mathematicians instead of students or boy and girls, trying to let them know everyone is a mathematician!

#math4all @ATMNE_math
How can we implement equitable math practices in our classrooms?
Carl: access open/free technology tools
Laila: issue of time (we don't have to move on from concepts just because unit is over). Mastery grading allows all Ss time & resources needed to learn

@ATMNE_math #math4all @ATMNE_math
Laila: why feel rushed? You aren't going to teach all the stds anyway? Don't teach a mile wide & an inch deep, don't do test boot camps.
Those things don't allow Ss to develop skills they need to have real access to math, & are transferable to next classroom

#math4all @ATMNE_math
Laila: I need to restructure my assessments so Ss can see what they know & don't know.
If get parts wrong, don't need to re-learn whole thing.
Gives Ss agency to be responsible for their own learning.

#math4all @ATMNE_math
Michelle: don't label a class or student as "low".
It lowers our standards, our expectations, & hinders that student's trajectory.
Same w/ "high flier" Ss
Start w/self. Unpack my feelings around math, then I can reimagine what is going on in my classroom.

#math4all @ATMNE_math
Michelle: I'm a big proponent of the 8 math practices. Amplifies student voices, centers the learner, thinking about math in creative way.
In the chat:
--Students must engage each other with their own math thinking during group discussions.

#math4all @ATMNE_math
Carl: equitable practices for me: check out @NCTM 's list
What are the relationships in your classroom?
What icebreakers can you use so Ss can share themselves, & we can learn about each other.
Complex Instruction is wrapped around group work: watch for...

@ATMNE_math @NCTM #math4all
@ATMNE_math
... watch for issues of status during group work. Are certain Ss' ideas not being questioned bc they have high status? Are some Ss not being listened to bc of low status?
Create conversations using low-floor/hi-ceiling tasks to break thru status
^^from Carl

#math4all @ATMNE_math
in the chat:
When we hold discussions, I always start by asking students to explain to me how their brain worked to find the solution. And then encourage others to do the same, so that others can agree, disagree, or share their thinking.

#math4all @ATMNE_math
Laila: don't worry about "covering the curriculum".
We can teach [new concept] even though you haven't mastered [old concept], we can still go forward.
You can use social justice problems to get to the concepts & fill gaps, don't worry about "coverage",

@ATMNE_math #math4all @ATMNE_math
Laila: final project: have Ss teach the concepts they didn't do well on to the teacher, any way they want to present them.
"Representation" is giving Ss opportunities to fill in their own gaps, take agency to dig deep and fill in their own learning.

#math4all @ATMNE_math
Michelle: how do we T math thru social justice & still cover curriculum?
Any education is social justice, bc my ancestors didn't always have access to education.
How can I center the Ss in their own education? Be in control of what math they will learn.

@ATMNE_math #math4all @ATMNE_math
Michelle: examples of social justice in curric: Ss examined how school closing affected community (their sch was slated for closing).
Give elem Ss access to data that experts were using... lots of math in there. Large numbers, etc. Embedded math into issue.

#math4all @ATMNE_math
carl: Yup if they are doing math about things from their world, they'll also be thinking about math when they're living their daily life.

#math4all @ATMNE_math
Carl @carloliwitter is discussing "race to nowhere" in his breakout room... why are we rushing Ss to calculus before HS ends.

#math4all @ATMNE_math
Carl @carloliwitter says there's lots of other options besides Calculus as the last math thing they do during HS

#math4all @ATMNE_math
Q of how to change community expectations that #calculus is goal... how to promote alternative paths?
Elevate #stats as an important, useful course.
Pathways in Catalyzing Change book
Rename courses instead of Alg1-Geom-Alg2: STEM, probability, GeomArt