Equity in mathematics classroom discourse is a pressing concern, but analyzing issues of equity using observational tools remains a challenge. In this article, we propose equity analytics
NCSM: Leadership in Mathematics Education and TODOS: Mathematics for ALL (TODOS) prioritize policies and practices that position multilingual learners (i.e., children learning mathematics in languages
Together, efforts like these have been successful in increasing access—more students are enrolling in algebra and enrolling ever earlier in their academic trajectories (Remillard et al., 2017;
https://youtu.be/qTv36WtUCtE%20 We do it in reading, why not in math? Ask teachers how they assess reading comprehension, and they report that one-on-one interviews are essential. Listening
Teachers continue to learn after they leave college through experiences they have with their students and through formal professional development. Offered through school districts and
I have trying to write this post all summer. Each time I try, I want it to be more focused. Yet each time I revisit
“If we are going to interrupt educational inequities and create schools in which every child thrives, we must refine our conversation skills. Coaching for
Where aligned instructional materials and practice meet. Achieve the Core has written a series of articles related to math intervention, particularly within the context of
Not all unfinished learning should be treated the same way As a teacher, I had an understanding of the grade-level math content I was supposed
https://youtu.be/IqOckM5AHSs In this video, UD Professor and author of Rough Draft Math: Revision to Learn talks about building a climate where students come to celebrate