Equitable Teaching Reflection: Conclusion

There are a lot of practices I've included on this blog that I will be taking into my future practice. In many instances, I noted them in their specific posts, but my aim here is to summarize them into a list that I can reflect on and easily access later. To do so, I will separate them by EQ so I can click back to them later.


EQ1: Fighting against tracking, valuing student input, making students present in the classroom and in the mathematics, using mathematics to fight injustice (inside the classroom and out), encouraging everyone to be a math person, proving that math can change the world, proving math is useful

EQ2: students are human beings always, students know more than you might think, each student is competent, show students their own competence, share competencies with the class, use groupwork to bring out talents, make sure you hear everyone's voices, never say anything a kid can say

EQ3: reflect on teaching styles, teach to all students (not just the majority), note student competencies to help attend to/maximize all of them, use groupwork!!, continually reflect on everything

EQ4: social media is a great learning tool, listen to the voices of others (particularly marginalized groups) to move your practice forward, reduce your communities when needed, always look for places for growth, take time when you need to, set limits and boundaries, breathe

EQ5: pay attention to your students, go to after-school activities, value your students' interests, use student interests in the classroom, use cultures in the classroom, show your students you believe in them and you value them, share successful people who are like your students, validate feelings, share


Remaining questions: How do I attend to all students without burning out? There will always be many different needs and I am only one human with a limited amount of knowledge and time.

How do I set work-life boundaries and still strive for equity and strong teaching? It seems like I will always be asked for more than I have time for in the day.

How do I learn about students who refuse to share? Especially in this age of online learning, it seems difficult to reach students I have never seen or heard and who are not sharing with me. I want to make those connections, but I don't always know how.


Resources

Aguirre, J., Mayfield-Ingram, K., & Martin, D. (2013). The impact of identity in k-8 mathematics: Rethinking equity-based practices. The National Council of Teachers of Mathematics. Ch. 2, 4. 

Chapin, S. H., O’Connor, C., & Anderson, N. C. (2009). Classroom Discussions: Using Math Talk to Help Students Learn, Grades 1–6. Sausalito, CA: Math Solutions. Ch. 2: How do we begin? The tools of classroom talk.

Meyer, D. [@ddmeyer]. (n.d.). Tweets [Twitter profile]. Twitter. Retrieved December 7, 2020, from https://twitter.com/ddmeyer


Meyer, D. [@ddmeyer]. (2020, October 28). I love this wrong answer. 16% of students in a large sample

are developing their ideas about scale drawings in a really fascinating [Image attached] [Tweet].

Twitter. https://twitter.com/ddmeyer/status/1321489300924424198?s=20


Goffney, I. & Gutiérrez, R. (2018). Rehumanizing mathematics for Black, indigenous, and Latinx students. Reston, VA: National Council of Teachers of Mathematics.

Hand, V., Kirtley, K., & Matassa, M. (2015). Narrowing participation gaps. Mathematics Teacher, 109(4), 262-268.

Heller, R. (2020). Why we teach: A conversation with Sonia Nieto. Phi Delta Kappan, 101(8). https://kappanonline.org/why-we-teach-sonia-nieto-interview-teaching-heller/.

Houssart, J. (2001). Rival classroom discourses and inquiry mathematics: 'The whisperers'. For the Learning of Mathematics, 21(3), 2-8.

Milner, H. R. I., Cunningham, H. B., Delale-O′Connor, L., & Kestenberg, E. G. (2018). "these kids are out of control" : Why we must reimagine "classroom management" for equity. Thousand Oaks, CA: SAGE Publications.

Reinhart, S. C. (2000). Never say anything a kid can say. Mathematics Teaching in the Middle School, 5(8), 478-483.

Rubel, L. H. (2016). Speaking Up and Speaking Out about Gender in Mathematics. Mathematics Teacher, 109(6), 434-439.


White, D. Fernandes, A., & Civil, M. (2018.) Access and Equity: Promoting High-Quality Mathematics in Grades 9-12. Reston, VA: NCTM.  Ch. 2: Rubel & Lim.

Williams, T. (2018). Power in numbers: The rebel women of mathematics. Race Point Publishing.

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