This talk was given at the 2016 Anja S. Greer Math, Science, Technology Conference.

1. C a r m e l S c h e t t i n o P h . D .
A S G M S T 2 0 1 6

2. INCLUSION?
1. Age
2. Class
3. Gender
4. Ethnicity
5. Sexual Orientation
6. Race
7. Religion
8. Ability
2

3. High-rigor course access is
not a reality across all of our
nation's schools.
2013-2014 Civil Rights Data Collection
Report, US Department of Education,
Office for Civil Rights
ocrdata.ed.gov
3

4. 4

5. Claudie Solar-Inclusive Mathematics
Pedagogy
Not “Multiculturalism” in the
Classroom
Stemmed from other consciousness-
raising pedagogies like radical,
critical
Four Dialectical Aspects:
Silence vs. Speech
Passivity vs. Active Participation
Powerlessness vs. Empowerment
Omission vs. Inclusion
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6. “Often, inequalities in achievement are perceived as the result of a
hierarchy of competence. When the very students who have been
given more opportunities to learn show higher achievement than
students provided fewer opportunities to learn, they are perceived
as more capable or having more aptitude. This manner of talking
about achievement gaps without mentioning opportunity gaps
that cause them invites a focus on deficit models to “explain” low
performance in terms of factors such as cultural differences,
poverty, low levels of parental education, and so on.”
NCTM Principles to Action; Access & Equity, 2014
6

7. Research shows:
21% classtime teachers talking to students – demo methods
48% classtime students practicing methods working individually
15% classtime teachers questioning class in whole class format (Boaler)
IRE is most commonly found in math classrooms (Cazden)
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8. 8F r o m A n d r e w S t a d e l , I g n i t e t a l k N C T M , 2 0 1 6

9. Students’ innate levels of ability cannot be changed by instruction
Equity is the same as equality.
Equity is only an issue for schools with significant racial & ethnic
diversity
ELLs need to be in a separate “track” for math
N C T M , P r i n c i p l e s t o A c t i o n , E s s e n t i a l : A c c e s s & E q u i t y , p . 6 3 9

10. N C T M , P r i n c i p l e s t o A c t i o n , E s s e n t i a l : A c c e s s & E q u i t y , p . 6 3 1 0
Math Ability is a function of opportunity, experience &
effort
Equity is attained by students receiving differentiated
supports
Equity needs to be addressed in all school settings
ELLs can learn math at grade level or beyond at the same
time that they are learning English.

11. Mathematics learning is independent of students’ culture & does not need
to be considered by the teacher
Students from low-SES lack the characteristics to achieve
Tracking promotes students’ achievement by allowing students to be
placed in groups to make greatest gains in learning
Only high-achieving students can reason and persevere in solving
challenging math problems
N C T M , P r i n c i p l e s t o A c t i o n , E s s e n t i a l : A c c e s s & E q u i t y , p . 6 3 1 1

12. N C T M , P r i n c i p l e s t o A c t i o n , E s s e n t i a l : A c c e s s & E q u i t y , p . 6 3 1 2
Effective math instruction leverages students’ culture
Effective teaching practices open up greater opportunities for higher-order
thinking and raise achievement for all students including low-SES.
All students are capable of solving challenging mathematics problems.
The practice of isolating low-achieving students in low-level or slower-
paced groups should be eliminated.

13. 1 3
http://news.yale.edu/2014/05/15/prizewinners-teaching-yale-students
http://www.matific.com/us/en-us/blog/2015/07/23/interactive-technology-fills-learning-gaps-in-an-intervention-math-
classroom/
http://www.teachthought.com/learning/blended-flipped-learning/10-pros-cons-flipped-
classroom/

14. The idea of “giving” students voice, especially when it refers
to students of color, only serves to reify the dynamic of
paternalism that renders Black and Brown students voiceless
until some salvific external force gifts them with the
privilege to speak. Rather than acknowledge the systemic
violences that attempt to silence the rich voices, cultures,
and histories that students bring into classrooms, this
orientation positions students, and by extension, the
communities of students, as eternally in need of institutional
sanctioning.
1 4J a m i l a L y i s c o t t , P o s t d o c t o r a l F e l l o w , T e a c h e r s C o l l e g e , C o l u m b i a U n i v e r s i t y

15. • Academics not their strength in general
• Math has never made sense
• It did before Algebra, sense of self worth declined
• Demoralized by a standardized test
• Negative messages from home
• “We’re not math people”
• Combatting stereotypes of math ability
A d a p t e d f r o m B l o g p o s t b y I l a n a H o r n e , P h . D . 5 / 2 0 / 1 6 1 5

16. • Emphasizing competition
• Assuming there is “one kind of smartness”
• Devaluing their individuality
• Correcting the inconsequential
• Utilizing only one method of assessment
• Using Cold-Calling as a discipline strategy
S o m e f r o m h t t p s : / / t e a c h i n g m a t h c u l t u r e . w o r d p r e s s . c o m / 2 0 1 6 / 0 5 / 2 0 / w h o - b e l o n g s - i n - o u r - m a t h -
c l a s s r o o m s / 1 6

17. • Focusing on student ideas & valuing all perspectives
• Describing mathematics with “dynamic subjectivity”
• Letting students create connections
• Helping students create their own mathematical identity
• Authorship of Ideas/Solutions
• Sharing the Authority of Mathematics
J u n e 3 0 , 2 0 1 6
A Q U A R E L L E P O W E R P O I N T
T E M P L A T E
1 7

18. B l i n d s p o t , B a n a j i & G r e e n w a l d , 2 0 1 4 1 8
1. “the portion of the mind that houses
hidden biases”
2. Gain awareness ->adapt behavior to
outsmart the “machine”
3. Treating people differently to the extent
that there are advantages and
disadvantages that they experience.

19. Youtube Video – Anthony Greenwald Implicit Bias

20. Belonging
Intellectual Safety
Esteem (a need to feel respected)
Self-actualization (to be the most you can be)
Y o n g , D a r r y l , E x p l a n a t o r y P o w e r o f t h e H i e r a r c h y o f S t u d e n t N e e d s , 1 / 1 6 / 1 6 2 0

21. Meaning-making process
Systematic, rigorous, disciplined way of thinking
Needs to happen in community, interaction with
others
Requires attitudes that value personal and
intellectual growth of all
R o g e r s , C . ( 2 0 0 2 ) D e f i n i n g R e f l e c t i o n , T e a c h e r s C o l l e g e R e c o r d 2 1

22. 2 2

23. “Inclusive teaching adds to effective teaching a framework for
understanding why teaching is effective, along with an
intentionality of producing more equitable outcomes for students. A
faculty member may teach effectively without consciously
considering inclusiveness, but by being more intentional about the
desired outcomes of learning and designing every aspect of the
learning to address students’ needs, they could help to create even
better results.”
Darryl Yong, Ph.D.
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24. 1. Go to the Project Implicit website & take a test
https://implicit.harvard.edu/implicit/takeatest.html
2. Follow Darryl Yong & Ilana Horne: profteacher.com or
TeachingMathCulture.wordpress.com
3. Attend NAIS POCC http://pocc.nais.org/Pages/default.aspx
4. Attend White Privilege Conference
http://www.whiteprivilegeconference.com/
5. Attend a http://www.bordercrossers.org/ workshop about
classroom equity.
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25. @SchettinoPBL
TWITTER
Carmel Schettino, Ph.D.
FACEBOOK
www.slideshare.net/carmelschettino
SLIDESHARE
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BLOG
carmelschettino.org