The document discusses the importance of inclusion in mathematics education at the Seattle Girls' School, addressing issues such as internalized oppression and stereotype threat. It outlines strategies to increase trust and flexibility in classrooms, emphasizing student choice, fair assessments, and creating a safe environment for learning. The document also calls for reflection on teaching practices to ensure diverse representations and equitable treatment of all students.

1. Inclusion in the Mathematics Classroom
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
Puget Sound Council of
Teachers of Mathematics
Esther Andrews
Rosetta Eun Ryong Lee
Seattle Girls’ School

2. About Seattle Girls’ School
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3. Agenda
 Introduction
 Practices and Examples
 Questions and Answers
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4. The Need for Inclusion in Mathematics
Internalized Oppression
Stereotype Threat
Accumulated Impact/
Microaggressions
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5. Increasing Inclusion
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- Increasing Trust
- Distinguishing
Behaviors
- Overcoming History
and Impact

6. Do You See Me?
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- Representation on the
Walls
- Representation in the
Curriculum
- Interest in Personal
Story (Sharing of
Personal Story)
- Interactions In and Out
of the Classroom
- Demonstration of Care

7. Do You See Me
in the Math Classroom?
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- Seeing students as
capable
- Seeing a wider range in
what it means to be
capable in math
- Showing students what
you see and value

8. Reflection
List 5 students you find
most challenging. How
are they smart in
math? Could you do
this with your whole
roster?
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9. Do You Hear Me?
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- - Incorporation of Prior
Knowledge and Experience
- - Seeking and Responding
to Student Feedback
- - Student Choice in the
Curriculum
- - Empathy Reflex
- - Authoritative Discipline

10. Do You Hear Me
in the Math Classroom?
Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/)
- Student choice and
agency
- Transparent and
Random Grouping
- Less Fixed Diagnostics
and Placements
- Rebranding Support

11. Reflection
What is the level of
flexibility you have in
diagnostics, placement,
grouping, etc.? How
might you work around
limitations?
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12. Will You Treat Me Fairly?
- Clear and High
Expectations
- Equal Discipline and
Rewards
- Support in Struggle and
Push in Success
- Consistent and
Predictable Assessment
- Different Kinds of
Success
Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/)

13. Will You Treat Me Fairly
in the Math Classroom?
- Grades that value
learning, not just
performance
- Differentiation of
Learning Agenda
- Weighting According to
Value and Access
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14. Will You Treat Me Fairly
in the Math Classroom?
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15. Reflection
How do your
assessments reflect
what you value? How
could they better
reflect what you value?
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16. - Understanding of
Identity and Experience
- Interruption of Exclusive
or Oppressive Behavior
- Teaching and
Discussing Cultural and
Power Difference
- Encouragement of and
Practice with
Collaboration
Will You Protect Me?
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17. - Safety for risk-taking
- Accountability for
participation AND
support of others’
learning
- Appropriate Challenge
- Strategies to Mitigate
Stereotype Threat
Will You Protect Me
in the Math Classroom?
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18. Reflection
In what ways do you
make risk, failure,
growth, and success an
everyday part of
learning?
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19. You Win Some, You Lose Some
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20. Stretching the Inclusive Boundaries
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21. Questions?
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22. Presenters’ Information
Rosetta Eun Ryong Lee
Esther Andrews
Seattle Girls’ School
2706 S Jackson Street
Seattle WA 98144
(206) 805-6562
rlee@seattlegirlsschool.org
eandrews@seattlegirlsschool.org
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Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

23. Resources
 Joshua M. Aronson, Ph.D., “Improving Achievement &
Narrowing the Gap,” Learning and the Brain
Conference, Cambridge, MA, November 2003
 Miss Representation, documentary film on media and
women
 United Nations Population Fund Statistics on Gender
Equality as of 2005
http://www.unfpa.org/swp/2005/presskit/factsheets/facts
_gender.htm
 Learning to be critically literate of mass media
http://www.medialit.org/
 Media Guide for Parents and Educators
http://www.commonsensemedia.org/
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24. Resources
• Karen Bradberry and Johnnie Foreman, “Privilege and
Power,” Summer Diversity Institute, National Association
of Independent Schools, 2009
• Po Bronson and Ashley Merryman, Nurture Shock
• Kevin Jennings, GLSEN (Gay Lesbian and Straight Education
Network) www.glsen.org
• Allan G. Johnson, Privilege, Power, and Difference
• Johnnie McKinley, “Leveling the Playing Field and Raising
African American Students’ Achievement in Twenty-nine
Urban Classrooms,” New Horizons for Learning,
http://www.newhorizons.org/strategies/differentiated/
mckinley.htm
Michael J Nakkula and Eric Toshalis, Understanding Youth.
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