How I Make Sure Every Student Knows They Can Succeed in Math
by José Vilson | 12.12.23
When the school year starts, and I meet my new class, I immediately see a room full of students with an incredible capacity to think about math and a ton
by José Vilson | 12.12.23
When the school year starts, and I meet my new class, I immediately see a room full of students with an incredible capacity to think about math and a ton
by Pamela Seda | 11.28.23
As a math teacher, I know how important it is to empower students to experience their own agency. That’s why I created the I.C.U.C.A.R.E. Framework to help myself and fellow
by Monique Mackay | 2.11.22
I believe that in order to inspire students to grow in mathematics, we have to personalize their math experiences – and we also need to build collaborative, supportive classrooms.
by Sydney Chaffee | 1.6.22
Last year, as we tackled some complex topics, I invited my students to create a “community contract” that specifically defined what we wanted our conversations about race to sound and feel like.
by Julie Arsenault | 3.19.19
This year, I changed my assessments by adding a piece of paper at the end, asking, “What else do you know about the topic, that I didn’t ask you about?”
by Cassie Beasley | 9.14.17
My hope is that in the school year ahead, we do what we can to hear about our students’ cultures and make our learning spaces more equitable one small step at a time.
by Anthony Johnson | 8.30.17
“I wanted to create an environment that would get kids excited.”
by John Meehan | 2.24.17
“Too often we confuse “dialogue” and “discussion” – and there’s a critical difference between the two.”
by Danielle Ross | 9.28.16
“Right in front of my eyes, those 20 students transformed into leaders and into activists.”
by Noah Siegler | 8.9.16
“I just think that when our authentic voices are being heard, it builds this mutual respect among everybody.”