Equitable Participation
Equitable Participation

Teacher Reflection Tools are designed to help teachers keep equitable participation at the forefront as they plan for and facilitate whole group discussions and small group/pair work.

Blogs

Discussions: A Structure that Supports Equity in the Elementary Math Classroom
Discussions: A Structure that Supports Equity in the Elementary Math Classroom

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.

A Tool to Support Equitable Participation in Small Group and Pair Work
A Tool to Support Equitable Participation in Small Group and Pair Work

“Understanding what it means to ‘be a good partner,’ and how to make space for each person’s ideas, are important aspects of an equitable learning community.” … But how to ensure that all students are positioned and seen as thinkers and doers of math during partner work?

Partner Work: A Structure that Supports Equity in the Elementary Math Classroom
Partner Work: A Structure that Supports Equity in the Elementary Math Classroom

Partner work is a structure 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.

Which Students Get Which Questions?               Using a Teacher Reflection Tool to Find Out
Which Students Get Which Questions? Using a Teacher Reflection Tool to Find Out

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.

A Teacher Reflection Tool to Support Equitable Participation in Whole Class Discussions
A Teacher Reflection Tool to Support Equitable Participation in Whole Class Discussions

It is important to pay attention to and reflect on students’ participation in whole class discussions in order to bring about more equitable participation.

The Power of Teacher Reflection to Sustain Equitable Math Learning Communities
The Power of Teacher Reflection to Sustain Equitable Math Learning Communities

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.

Using Teacher Self Reflection to Foster Equitable Learning Communities
Using Teacher Self Reflection to Foster Equitable Learning Communities

Teaching is an academic and human endeavor that involves continuous cycles of interactions of the instructional core: students, content, and teachers.

How Student Reflection Helped Two Teachers Learn about Their Students
How Student Reflection Helped Two Teachers Learn about Their Students

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

A Cycle of Reflection: Learning More About Our Students
A Cycle of Reflection: Learning More About Our Students

Developing an equitable math learning community that centers each student’s identity, needs, and voice requires that teachers take the time to learn about their students …

What Do Your Students Think about Math? Student Reflection as a Tool for Finding Out
What Do Your Students Think about Math? Student Reflection as a Tool for Finding Out

In order to develop a classroom community that encourages and incorporates students’ ideas and agency, we need to be aware of opportunities that allow us to learn more about our students.

Discussions: A Structure that Supports Equity in the Elementary Math Classroom
Discussions: A Structure that Supports Equity in the Elementary Math Classroom

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.

A Tool to Support Equitable Participation in Small Group and Pair Work
A Tool to Support Equitable Participation in Small Group and Pair Work

“Understanding what it means to ‘be a good partner,’ and how to make space for each person’s ideas, are important aspects of an equitable learning community.” ... But how to ensure that all students are positioned and seen as thinkers and doers of math during partner work?

Partner Work: A Structure that Supports Equity in the Elementary Math Classroom
Partner Work: A Structure that Supports Equity in the Elementary Math Classroom

Partner work is a structure 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.

Which Students Get Which Questions?               Using a Teacher Reflection Tool to Find Out
Which Students Get Which Questions? Using a Teacher Reflection Tool to Find Out

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.

A Teacher Reflection Tool to Support Equitable Participation in Whole Class Discussions
A Teacher Reflection Tool to Support Equitable Participation in Whole Class Discussions

It is important to pay attention to and reflect on students’ participation in whole class discussions in order to bring about more equitable participation.

The Power of Teacher Reflection to Sustain Equitable Math Learning Communities
The Power of Teacher Reflection to Sustain Equitable Math Learning Communities

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.

Using Teacher Self Reflection to Foster Equitable Learning Communities
Using Teacher Self Reflection to Foster Equitable Learning Communities

Teaching is an academic and human endeavor that involves continuous cycles of interactions of the instructional core: students, content, and teachers.

How Student Reflection Helped Two Teachers Learn about Their Students
How Student Reflection Helped Two Teachers Learn about Their Students

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

A Cycle of Reflection: Learning More About Our Students
A Cycle of Reflection: Learning More About Our Students

Developing an equitable math learning community that centers each student’s identity, needs, and voice requires that teachers take the time to learn about their students ...

What Do Your Students Think about Math? Student Reflection as a Tool for Finding Out
What Do Your Students Think about Math? Student Reflection as a Tool for Finding Out

In order to develop a classroom community that encourages and incorporates students’ ideas and agency, we need to be aware of opportunities that allow us to learn more about our students.

Student Reflection: Why Ask Students What They Think about Math?
Student Reflection: Why Ask Students What They Think about Math?

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.

Establishing an Equitable Learning Community in the Elementary Mathematics Classroom
Establishing an Equitable Learning Community in the Elementary Mathematics Classroom

Equitable learning communities focus on the development of students’ mathematical ideas and require a commitment to provide all students access to rigorous, cognitively demanding mathematics.

Welcome to the Forum for Equity in Elementary Mathematics
Welcome to the Forum for Equity in Elementary Mathematics

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 ...