As CPM writes the new Inspiring Connections series, many conversations have focused on supporting students’ language development. Supporting students’ language development is an important equity issue, with many nuances to navigate in order to avoid perpetuating problematic ideas about students’ ability to learn mathematics.
Seventh-grade students standing at Vertical Non-Permanent Surfaces (VNPSs), working collaboratively on percent error tasks, exhibiting puzzlement yet persevering, is what was taking place in my classroom on an early spring day.
It is the middle of the night, and my phone is buzzing. It is the family group chat, and our family members in Manila are starting their day.
Do you position your multilingual learners for success? If I am being entirely honest, I have not always done this, even when I would have answered Yes. I thought I was, but I know now that is not necessarily what I did.
At the start of the year, my school changed part of its mission from “empower all students“ to “help all students maximize their power and potential.”
Previously, we wrote about our experiences leading a book study on Why are all the Black kids sitting together in the cafeteria? by Beverly Tatum.
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