The document discusses recommendations for improving mathematics education through equity and pedagogy. It recommends focusing on planning, integrating mathematical process standards, aligning materials to standards, focusing on literacy, engaging students, using questioning strategies, and providing content and community support. The overall goal is to establish a rigorous and equitable mathematics curriculum to ensure all students have access to learning.

1. More Rigorous
Mathematics for -
Are We There Yet? If
Not, How Do We Get
There- Through
Equity and Pedagogy
Beatrice Moore Luchin
NUMBERS Mathematics Professional
Development
abluchin@sbcglobal.net
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2. Equity
and
Equality
ARE NOT
synonymous
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3. In education, the
term equity refers to
the principle of
fairness.
While it is often used interchangeably with
the related principle of equality, equity
encompasses a wide variety of educational
models, programs, and strategies that may
be considered fair, but not necessarily equal.
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4. It is has been said that “equity is the
process; equality is the outcome,”
given that equity—what is fair and
just—may not, in the process of
educating students, reflect strict
equality—what is applied, allocated,
or distributed equally.
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5. Recommendation 1:
Focus on planning
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6. • Common Misconceptions
• Common Error patterns
• Overgeneralizations
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7. Discussion:
How could you use this during PLC to support better
planning?
Grouping
practice
Auditory Tactile Kinesthetic Visual
Independent
seat work
Partner work
Small group
3-5
Whole class
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8. modeling and developing
correct mathematical
thinking and reasoning
abilities
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9. Academic Language
distinguishes feature indicates
diagram conclusion outcome
best describes most likely primarily
enabled affect/effect determine
evidence relationship
indicated by reasonable affected
valid conclusion analyze
most accurately Beatrice Moore Luchin, Mathematics
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10. Beatrice Moore Luchin, Mathematics
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11. Recommendation 2: Integrate
Mathematical Process Standards
1A apply mathematics to problems arising in everyday life, society, and the workplace;
1B use a problem-solving model that incorporates analyzing given information,
formulating a plan or strategy, determining a solution, justifying the solution, and
evaluating the problem-solving process and the reasonableness of the solution;
1C select tools, including real objects, manipulatives, paper and pencil, and technology
as appropriate, and techniques, including mental math, estimation, and number sense
as appropriate, to solve problems;
1D communicate mathematical ideas, reasoning, and their implications using multiple
representations, including symbols, diagrams, graphs, and language as appropriate;
1E create and use representations to organize, record, and communicate mathematical
ideas;
1F analyze mathematical relationships to connect and communicate mathematical
ideas;
1G display, explain, and justify mathematical ideas and arguments using precise
mathematical language in written or oral communication.
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12. Recommendation 2: Integrate
Mathematical Process Standards
1A apply mathematics to problems arising in everyday life, society, and the workplace;
1B use a problem-solving model that incorporates analyzing given information,
formulating a plan or strategy, determining a solution, justifying the solution, and
evaluating the problem-solving process and the reasonableness of the solution;
1C select tools, including real objects, manipulatives, paper and pencil, and technology
as appropriate, and techniques, including mental math, estimation, and number sense
as appropriate, to solve problems;
1D communicate mathematical ideas, reasoning, and their implications using multiple
representations, including symbols, diagrams, graphs, and language as appropriate;
1E create and use representations to organize, record, and communicate mathematical
ideas;
1F analyze mathematical relationships to connect and communicate mathematical
ideas;
1G display, explain, and justify mathematical ideas and arguments using precise
mathematical language in written or oral communication.
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13. • Ensure mathematics
curriculum is based on
challenging content
• Ensure that the
mathematics curriculum
is vertically and
horizontally articulated
Recommendation 3: Alignment of
ALL materials and activities to the
TEKS
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14. Recommendation 4: Focus on Literacy
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15. Integrating writing into your mathematics
classroom can be easy for you and beneficial for
your students.
Communicating about mathematics helps
strengthen student learning, which can build
deeper understanding. It provides students an
opportunity to organize their thoughts related to
the math topic, which helps clarify their thinking.Beatrice Moore Luchin, Mathematics
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16. Additional notes:
Term Definition How it is
determined
Example
Situation
where it is
the
appropriate
measure of
central
tendency
Mean
Median
Mode
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17. base
2-d
figures
3-d
figures
exponents
logarithms
number
systems
science
homophonic
partner
sports
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18. Recommendation 5:
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19. Best practices are an inherent part
of a curriculum that exemplifies the
connection and relevance identified
in educational research.
They interject rigor into the
curriculum by developing thinking
and problem-solving skills through
integration and active learning.
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20. Beatrice Moore Luchin, Mathematics
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21. Beatrice Moore Luchin, Mathematics
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22. Recommendation 6:
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23. Observations Questioning
Four Corners Think Pair Share
Discussion Exit/Admit Slips
Graphic Organizers Peer/Self Assessments
Visual Representations
Kinesthetic Assessments
Individual Whiteboards
Learning/Response Logs
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24. Beatrice Moore Luchin, Mathematics
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25. Recommendation 7: Increased
Student Engagement
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26. Beatrice Moore Luchin, Mathematics
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27. Create a Culture of Explanation Instead of a
Culture of the Right Answer
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28. Recommendation 8: Questioning
Strategies
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29. Lower Level
• What is photosynthesis?
• What is the name of the main character in the story?
• 9 × 3 = → ?
Higher Level
• How is the formula for photosynthesis similar to respiration?
• Who is your favorite character in the story? Why?
• How could you simplify this equation: 9x + 27y = 153?
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30. Convergent vs Divergent
Examples of convergent questions:
•How many of the pilgrims who sailed on the Mayflower
survived the first winter?
•Which is smaller, 5/16 or 3/8?
•Is saltwater denser than freshwater?
Examples of divergent questions:
•What do you predict will happen?
•What can you tell me about shadows?
•What sacrifices made by settlers traveling west by covered
wagon would be most difficult for you?
•What different strategies can we use to solve the problem?Beatrice Moore Luchin, Mathematics
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31. Recommendation 9: Content Support
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32. Recommendation 10:
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33. parents
students
administrators
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34. EVERYBODY
needs a
chance and a
champion
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35. And that champion is you!
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