NCTIES2022

Incorporating discourse in math classrooms that leans on the linguistic cultural values of many minority students. Presenters will teach “low floor, high ceiling” math tasks that allows an entrance to all students where they can work at their own pace, and take the work to different depths at different times. These tasks lead to rich mathematical discussion.
The benefits of incorporating “low floor, high ceiling” math tasks are: hits numerous Mathematics Practice Standards, promotes positive classroom culture, allows learners to show what they can do, not what they cannot do, provides differentiation and promotes perseverance and the idea that anyone can do math (growth mindset). Participants will be engaged by: Utilizing PearDeck, teachers will engage in linguistic collaborative math tasks, followed by culturally relevant reflections. The math tasks will feature three different types of “low floor, high ceiling” math challenges that promote discourse in the math classroom. The digital resources that be used are: 1- Notice & Wonder - https://www.nctm.org/noticeandwonder/ 2- Which one doesn't belong - https://wodb.ca/ 3- Visual patterns - https://www.visualpatterns.org/



What will participants take from presentation:

Teachers will cultivate awareness of cultural values and norms that can leverage deeper mathematical thinking.
Teachers will become comfortable with PearDeck as an engaging, instructional tool.
Teachers will be introduced to three math resources.



What digital resources are included:

Pear Deck
Youcubed.com
https://www.nctm.org/noticeandwonder/
https://wodb.ca/
https://www.visualpatterns.org/



References:

Culturally Responsive Teaching by Zaretta Hammond
Cultivating Genius by Gholdy Muhammad