CHAPTER 6 Teaching Mathematics Equitably to All Children

1. CHAPTER 6Teaching Mathematics Equitably to All Children Elementary and Middle School Mathematics Teaching Developmentally Ninth Edition Van de Walle, Karp and Bay-Williams Developed by E. Todd Brown /Professor Emeritus University of Louisville

2. Mathematics for ALL Students • Addressing the needs of all means: • Students who are identified as having a disability • Students from different backgrounds • Students who are English language learners • Students who are mathematically gifted • Students who are unmotivated or need to build resilience

3. Two paths for making a task accessible to all students • Accommodation- response to the needs of the environment or learner i.e. • Write directions in larger font • Saying and printing the directions • Modification- changes the task to make it more accessible to the student i.e. • Break task into smaller components • Scaffold to the original task

4. Response to Intervention (RTI)Each tier represents a level of intervention with corresponding monitoring of results.How would progress monitoring inform you of the level of student needs? Source: Scott, T., and Lane, H. (2001). Multi-Tiered Interventions in Academic and Social Contexts. Unpublished manuscript, University of Florida, Gainesville.

5. RTI in three phase lesson • Before- state lesson purpose, introduce new vocabulary, clarifies concepts from prior knowledge (graphic organizer) • During- displays directions in chart, poster or list, provide guiding questions in a chart • After- facilitate a discussion to highlight and make explicit the concepts and skills, summarize and list the key concepts as they relate to each other

6. Research-proven strategies for Tier 2 and 3 Students • Explicit strategy instruction • Assess student to know what to target • Model the strategy and self instructive prompts for student to use through the model • Teacher–led explanations highlight critical connection building and meaning making • Concrete, Semi-Concrete, Abstract (CSA) Sequence • Concrete representations • Semi- concrete- drawings or pictures • Abstract- numbers and symbols

7. Research proven strategies for Tier 2 and 3 Students cont. • Think-Alouds • Teacher verbalizes the thinking process steps from student starting point • Teacher identifies the reasoning by asking questions as they move through the process • Peer-Assisted Learning • Students learn best when placed in the role of apprentice • Used “as-needed” versus explicit strategy model

8. Teaching and Assessing Students with Learning Disabilities Structure the environment • Centralize attention- face student and remove competing stimuli • Avoid confusion- word directions carefully and specifically • Create smooth transitions Identify and Remove Potential Barriers • Help students remember- memory aids • Provide vocabulary and concept support • Vary task size

9. Teaching and Assessing Students with Learning Disabilities cont. • Provide clarity • Repeat the timeframe- repeat reminders of time left • Ask students to share their thinking- think-alouds or think-pair-share • Emphasize connections- provide visual representations • Adapt delivery mode- materials, images, and examples • Support organization of written work-tools and templates

10. Teaching and Assessing Students with Learning Disabilities cont. Consider alternative assessments • Propose alternative products- verbal response scribed by someone else or electronically • Encourage self-monitoring and self-assessment • Consider feedback charts- monitoring their growth Emphasize practice and summary • Consolidate ideas- study guides for review • Provide extra practice- carefully selected problems to use with manipulatives

11. Culturally & Ethnically Diverse Students • Mental mathematics is highly valued in other countries. • Explain the differences between the two processes. • Think about these questions- • Will you require students to show steps disregarding the way they learned? • Will you ask students to elaborate on how they did it? • Will you have students show other students their way?

12. Culturally Responsive Instruction • Focus on important mathematics • Make content relevant • Are mathematics presented meaningful and connected to other content? • What context can bring meaning? • Incorporate student identities • Ensure shared power • Honor use of native language • Use content and language objectives • Explicitly teach vocabulary

13. Strategies to Avoid More of the same work Giving free time to earlier finishers Assigning gifted students to help struggling students Pull-out opportunities Independent enrichment on the computer Strategies to Incorporate Acceleration- curriculum compacting Enrichment- group investigations, solving real problems Sophistication-other numeral systems Novelty-explore topics outside the curriculum Strategies for Mathematically Gifted Students

14. Creating Gender-Friendly Mathematics Classrooms • Equitable treatment of boys and girls- awareness • Equally call on and ask higher-level questions to males and females. • Provide opportunities for students to act out or model mathematical situations or concepts. • Encourage all students to be active participants. • Use collaboration. • Attend to the context of problems. • Ensure diverse characters in children’s literature used in mathematics instruction. • Discuss STEM careers to increase students’ interest in these fields.

15. Reducing Resistance and Building Resilience • Give students choices that capitalize on their unique strengths. • Nurture traits of resilience. • Make mathematics irresistible. • Give students leadership in their own learning.