There is a variety of excellent strategies that can be used to create an inclusive learning environment. I think it is of utmost importance that educators focus on the students first and continually focus on the next steps mentioned at the end of the webcast, “Making Mathematics Accessible for All Students”:
- Educators should be able to deconstruct their math knowledge and figure out “why” procedures work, rather than just teaching students how to do the math.
- Dr. Loewenberg Ball mentions this in the video “Mathematical Knowledge for Teaching” - stating that a teacher who only notices when the answer is wrong, isn’t able to teach well. It’s like going to a doctor when you’re sick to hear, “You’re sick.”
- Educators should encourage students to try to solve problems in more than one way to enhance their conceptual understanding.
- Some students have a difficult time solving the same problem in more than one way (I think the old-school mentality still resonates with some students that there is a right and wrong answer in math class.) Students can now see a variety of different strategies through consolidation strategies, such as a Gallery Walk, Math Congress or Bansho.
- Educators should listen to and probe student thinking with effective questioning, especially when students are struggling.
- There are great questions that can be adapted and used throughout a regular three-part math lesson in the Asking Effective Questions Monograph.
- Educators should analyze and understand student thinking and use this information to drive instruction and extend student learning.
- The CILM and SWST initiatives encourage teachers to observe student learning to gain greater insight into student thinking and instructional strategies that might be implemented. I currently have a SWST in my classroom right now and her insights are extremely beneficial to my teaching practice.
- Educators should model and practice “math talk” in their classrooms.
- Research has discovered that teacher-facilitated “math-talk” in the early years significantly increased student understanding of mathematical concepts and allows teachers to naturally embed vocabulary so students can further explain their thinking (Maximizing Student Mathematics Learning in the Early Years - Capacity Building Series Monograph).
