Maximizing Mathematics Learning Opportunities for ALL Students

Format

Individual Presentation

Presenters

Tashana Howse, Georgia Gwinnett CollegeFollow

First Presenter's Institution

Georgia Gwinnett College

Second Presenter's Institution

N/A

Third Presenter's Institution

N/A

Fourth Presenter's Institution

N/A

Fifth Presenter's Institution

N/A

Location

Session 1 Breakouts

Strand #1

Head: Academic Achievement & Leadership

Strand #2

Heart: Social & Emotional Skills

Relevance

Maximizing mathematics learning opportunities is about awakening the potential in each and every learner. To do this, mathematics instruction must be tailored to meet students where they are by first engaging them and then empowering them. When students are empowered they begin to see themselves in the mathematics. This awakens their potential and helps them to develop a positive self-efficacy in regards to their ability to do mathematics. This experience aligns specifically with Strand 1 as maximizing learning opportunities speak to promoting academic achievement in mathematics.

Brief Program Description

Every learner has potential! Through daily experiences their potential is sparked and realized. Maximizing learning opportunities in mathematics is key to engaging all learners. Come here how an African American female discovered herself through mathematics. This discovery allowed her to find her passion and purpose. This discovery can also be cultivated in a virtual environment; teachers must think outside the normal by creating opportunities where students are empowered and engaged through the mathematical practices.

Summary

Participants will gain insight on how the use of culturally responsive teaching practices supports students in reaching their highest potential in mathematics. I will share my mathematics journey as well as the journey of others that were inspired by my experience. When instructional practices shifted, these teachers witnessed a change in their students. The session time will be as follows:

1. Introduction and session goals shared

2. Turn and Talk (discussion of a student experience)

3. Participants will share and create an tangible image of a student that they impacted in a special way. (8 min)

4. Discussion of what is means to maximize student learning through the use of culturally responsive teaching practices and its relationship to Access and Equity.

5. Making connections through video

6. Turn and Talk (Discussion of connection between video and CRT practices)

7. Briefly explore and analyze mathematics tasks for access and equity

8. A teacher's journey will be shared

9. Questions

Participants will obtain a framework for culturally responsive teaching that enables teachers to provide all students with access to high level mathematics. Additionally, they will obtain strategies for implementing equitable teaching practices defined by the national council of teachers of mathematics.

Evidence

My session is supported by the following research:

Gay, G. (2000). Culturally Responsive Teaching: Theory, Research, & Practice. New York: Teachers College Press.

Gay, G. (2002). Preparing for culturally responsive teaching. Journal of Teacher Education, 53 (2), 106-116.

Klump, J., & McNeir, G. (2005). Culturally responsive practices for student success: A regional sampler. Portland, OR: Northwest Regional Educational Library.

Ladson-Billings, G. (1995a).Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465-491.

Maye, D., & Day, B. (2011). Teacher identities: The fingerprint of culturally relevant pedagogy for students at risk. Delta Kappa Gamma Bulletin, 78(2), 19.

National Council of Teachers of Mathematics (NCTM). (2000). Principles and Standards for School Mathematics. Reston, VA. Author. National Council of Teachers of Mathematics

(NCTM). (2011). Making it happen: A guide to interpreting and implementing Common Core State Standards. Reston, VA. Author.

(NCTM). (2018). Access & Equity: Promoting High-Quality Mathematics. Reston, VA. Author.

The aforementioned research supports the idea of maximizing mathematics learning for ALL students. In order for this to happen, students must feel valued in the learning process. Teachers must validate their students by supporting them in seeing themselves in mathematics. Mathematics must be related to their lived experiences by meeting them where they are. This will prompt motivation in students by ensuring that mathematics is accessible and equitable. Together, they ensure all students engage in high quality mathematics.

Learning Objectives

Participants in this session will:

1. Reexamine strategies for teaching mathematics for access and equity.
2. Reexamine the role of being a culturally responsive mathematics teacher.
3. Explore ways to empower and engage students both virtually and face-to-face.

Biographical Sketch

Tashana Howse is an Associate Professor of Mathematics Education at Georgia Gwinnett College. She has mathematical teaching experience ranging from classroom public education to developing the teachers of tomorrow through preservice teacher education courses. Dr. Howse teaches preservice teachers and supervises elementary and secondary student teachers. Her research interests include culturally responsive teaching, student engagement in mathematical practices, the use of technology to enhance learning, and developing teacher content knowledge.

Keyword Descriptors

Mathematics Education, Mathematics Learning, Access and Equity, Culturally Responsive Teaching, Cultural Competence

Presentation Year

2021

Start Date

3-8-2021 10:20 AM

End Date

3-8-2021 11:20 AM

Recommended Citation

Howse, Tashana, "Maximizing Mathematics Learning Opportunities for ALL Students" (2021). National Youth Advocacy and Resilience Conference. 1.
https://digitalcommons.georgiasouthern.edu/nyar_savannah/2021/2021/1