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Forum for Equity in Elementary Mathematics @mathequityforum.bsky.social · 17h

In “more than 60 years as an educator… I’ve learned…from sharing ideas with colleagues, I’ve attended workshops, I’ve attended conferences, I’ve read professional books, but my most important source of honing my teaching skills has been the students I’ve taught.”

Marilyn Burns @mburnsmath.bsky.social · 17d

I'm excited to present a free webinar on September 30. Register here: heinemann.zoom.us/webinar/regi...

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Forum for Equity in Elementary Mathematics @mathequityforum.bsky.social · 17h

"Struggle is not a sign of weakness but the birthplace of real understanding." - @pamseda1.bsky.social

www.sedaeducationalconsulting.com/post/two-com...

Two Competing Visions of Math Success

Every classroom operates with an invisible compass: what teachers believe about how students learn math. These beliefs quietly shape the tasks they assign, the feedback they give, and ultimately how s...

www.sedaeducationalconsulting.com

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Reposted by Forum for Equity in Elementary Mathematics

TERC @terc-stem.bsky.social · 2d

We'll be at @nctm.org in Atlanta!
Don't miss TERC sessions on impactful math teaching — from maker-based assessments to supporting student math identity to baseball and geometry. Stop by Booth #1408 to explore the latest in STEM, grab free resources, and pick up some fun swag!
hubs.la/Q03M03ND0

TERC Staff Presenting at the NCTM Annual Meeting 2025 - TERC

Don't miss TERC staff leading sessions on impactful math teaching — from maker-based assessments to supporting student identity in math to baseball and geometry. Then stop by Booth #1408 to explore t...

hubs.la

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Reposted by Forum for Equity in Elementary Mathematics

TERC @terc-stem.bsky.social · 22h

We’ll be at #NCSM2025 with @mathedleaders.bsky.social in Atlanta!
Check out TERC sessions on helping teachers reflect with video coaching + fostering equitable participation through reflective practices.
Details here ➡️ hubs.la/Q03L_-J90

NCSM Annual Conference Sessions with TERC Staff - TERC

Attend these TERC sessions on helping teachers reflect with video coaching and encouraging all students’ voices in small group math work.

hubs.la

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Forum for Equity in Elementary Mathematics @mathequityforum.bsky.social · 21h

Going to Atlanta? Come learn with Forum for Equity in Elementary Mathematics staff! #NCSM #NCTMATL25

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Forum for Equity in Elementary Mathematics @mathequityforum.bsky.social · 2d

Going to NCSM? Come hear Arusha, Cinthia & @martamath0901.bsky.social talk about how teacher reflection can support all students' voices in small group work in math. 12:45 on 10/14 in International Salon 5.

An image about NCSM presentation 2519: Encouraging All Students' Voices in Small Group Work: Fostering Equitable Participation through Reflective Practices. Tuesday 12:45 in International Salon 5. By Arusha Hollister, Cinthia Colón, and Marta Garcia.

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Forum for Equity in Elementary Mathematics @mathequityforum.bsky.social · 2d

Our Student Reflection Tool supports Ts in asking ?s about kids' prior experiences & sense of themselves as math learners, & their beliefs & expectations for - and participation in - math class. Blogs linked in the right margin address what to do about what you find out!
www.terc.edu/mathequityfo...

"Explore how student reflection can support the establishment of an equitable learning environment" near a teacher talking with two students.

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Forum for Equity in Elementary Mathematics @mathequityforum.bsky.social · 16d

Kids in the field test were super engaged in the slow-reveal graph that launches our Excursion, Languages in Our Class & Around the World (for Grades 3–5). They posed such interesting questions about the data, once it was revealed, many of which connected to the activities that followed.

Languages in Our Class and Around the World: A Data Excursion for Grades 3–5

» Read more

www.terc.edu

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Forum for Equity in Elementary Mathematics @mathequityforum.bsky.social · 16d

"Across contexts, cold call often created a culture of negativity, pulled time away from the main goal of the class, & didn’t do much to get kids paying attn." Read @dylanpkane.bsky.social on 4 alternatives to cold calling that "are underused, not too hard to learn, & less likely to backfire."

Why I'm Not a Fan of Cold Call

It's done badly more often than it's done well

fivetwelvethirteen.substack.com

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Forum for Equity in Elementary Mathematics @mathequityforum.bsky.social · 17d

"Redefining what it means to 'do math' requires more than high test scores or textbook pacing. It calls us to look deeper—into how Ss see themselves as math thinkers. Developing positive math identities can’t be treated as an add-on. It has to be woven into the fabric of effective instruction."

Why Developing Positive Math Identities Should Be a Core Element of Effective Math Instruction

In today’s diverse classrooms, redefining what it means to “do math” requires more than high test scores or textbook pacing. It calls us to look deeper—into how students see themselves as mathematical...

www.sedaeducationalconsulting.com

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Forum for Equity in Elementary Mathematics @mathequityforum.bsky.social · 17d

experiment with teaching with one another led by their curiosity, trust in one another & a desire to keep improving...The purpose of making practices public is to learn which planning & in-the-moment instructional decisions create the rich & engaging learning experience we want for our students." /2

Forum for Equity in Elementary Mathematics @mathequityforum.bsky.social · 17d

"Making practice public is essential to teachers developing their craft together. What it means is that teachers: 1) make their instructional decisions public before, during & after teaching; 2) relentlessly position students as capable & as central participants in teachers’ collective learning; /1

Harvard Education Press @harvard-ed-press.bsky.social · Sep 9

In the latest Voices in Education blog post, HEP authors Elham Kazemi and Jessica Calabrese share research from their book, LEARNING TOGETHER, and explore how educators can collaborate with their students and colleagues. Read this post here: https://bit.ly/467Ua81

Image of a teacher instructing a student in a classroom

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Reposted by Forum for Equity in Elementary Mathematics

Investigations 3 @inv3math.bsky.social · 17d

"Schools still serve as a filter for the maths & math-nots. We still cast too many kids as capable/incapable of math learning at multiple levels. I’ve had countless ppl tell me 'I wish I had someone like you teach me b/c I would've gotten it' or" I didn't get why math mattered until I was an adult.

Jose Vilson, PhD @thejosevilson.com · 17d

What are we missing when we talk about NYC Solves or any math education initiative? How about culture and outcomes?! Read on for more here!

Why Teaching Math for Test Results Is Not Enough

Over the last year, New York City has had a fascinating discussion about teaching math. In particular, NYC Department of Education has started to implement a program called NYC Solves, a parallel program to the lauded NYC Reads initiative. NYC Solves hopes to narrow the math achievement gap through a uniform curriculum for the nation's largest public school system. On the one hand, a common language with a narrow funnel for support and training…

thejosevilson.com

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Forum for Equity in Elementary Mathematics @mathequityforum.bsky.social · 17d

"Too often, we believe doing well on a standardized test is equivalent to giving students an education."

Jose Vilson, PhD @thejosevilson.com · 17d

What are we missing when we talk about NYC Solves or any math education initiative? How about culture and outcomes?! Read on for more here!

Why Teaching Math for Test Results Is Not Enough

Over the last year, New York City has had a fascinating discussion about teaching math. In particular, NYC Department of Education has started to implement a program called NYC Solves, a parallel program to the lauded NYC Reads initiative. NYC Solves hopes to narrow the math achievement gap through a uniform curriculum for the nation's largest public school system. On the one hand, a common language with a narrow funnel for support and training…

thejosevilson.com

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Forum for Equity in Elementary Mathematics @mathequityforum.bsky.social · 18d

This thread reminds me of activities we've developed and called Excursions: www.terc.edu/mathequityfo...

Excursions: Activities That Connect Students with Their Interests, Communities and the World

Excursions are deep and rigorous math activities that support all students in making meaningful connections between the mathematics they are learning, their interests, their communities, and the world...

www.terc.edu

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Forum for Equity in Elementary Mathematics @mathequityforum.bsky.social · 18d

Lovely 3-min video about getting to know students and every student having someone who knows them. How might this look the same/different in an elementary school?

Edutopia @edutopia.org · 21d

“The students here should be seen as people and not just pupils. The more valued they are for their individuality, the more successful they’re going to be in the classroom,” says this MS principal. Here’s her school’s simple strategy for building connections. 🧡

#EduSky

Making Sure Each Child Is Known

A middle school in Nevada uses a simple strategy to build deeper connections between teachers and students.

www.edutopia.org

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Forum for Equity in Elementary Mathematics @mathequityforum.bsky.social · 18d

"The slow reveal graphs routine both honors the complexity of data visualizations & creates accessible entry points for every learner. Because revision is expected & careful observation is valued, students focus less on being 'right' or 'wrong' & more on making sense of the data together."

Edutopia @edutopia.org · 20d

By revealing graphs piece by piece, teachers can build student curiosity and guide them to more effectively make sense of data! 📊

#DataLiteracy #EduSky #MathSky

The Power of Slow Reveal Graphs

Teachers can leverage students’ curiosity to explore visual representations of data in an engaging way.

edut.to

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Forum for Equity in Elementary Mathematics @mathequityforum.bsky.social · 18d

Break 6 into 3+2+1 and give them to7, 8, and 9; now I've got 10+10+10 or 30.

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Forum for Equity in Elementary Mathematics @mathequityforum.bsky.social · 18d

👇

Simon Gregg @simon-gregg.bsky.social · 18d

I was so pleased when one of my Grade 4 students chose this book about the young Ramanujan by Amy Alznauer.
I've been reading it with the class, and also...

The cover of the picture book The Boy Who Dreamed of Infinity

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Forum for Equity in Elementary Mathematics @mathequityforum.bsky.social · 25d

*support teachers 😖

Forum for Equity in Elementary Mathematics @mathequityforum.bsky.social · 25d

How does the Forum for Equity in Elementary Mathematics supports teachers in establishing and maintaining an equitable math learning community from the beginning of the school year? Read and find out! #RoomSetUp #Norms #ClassroomStructures #GettingToKnowStudents #ReflectingOnParticipation

Developing an Equitable Math Learning Community from Day 1

Establishing and maintaining an equitable math learning community requires explicit attention, careful planning, and hard work, from the beginning of the school year.

www.terc.edu

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Forum for Equity in Elementary Mathematics @mathequityforum.bsky.social · Sep 9

Too often, we overlook "rich, qualitative sources of info that offer deeper insight into S learning. Work samples, self-assessment rubrics, open-ended survey responses, classroom interviews & reflective journals can provide powerful evidence of S thinking, persistence & growth over time." /3

Forum for Equity in Elementary Mathematics @mathequityforum.bsky.social · Sep 9

"Assessments may provide useful data for Ts—but they... consume significant instructional time." Do the insights justify the disruption? What if "they contribute to labeling Ss in ways that undermine their confidence in math"? /2

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Forum for Equity in Elementary Mathematics @mathequityforum.bsky.social · Sep 9

"Most traditional assessments do little more than label & sort students. ... Students often walk away with grades that signal either success or failure, with no clear understanding of how to grow. That’s not assessment. That’s judgment." /1 - @pamseda1.bsky.social

Formative Assessment in Math: The Leadership Shift That Changes Everything

Far too many students are navigating our math classrooms with a single, destructive belief: “I’m just not a math person.” This belief doesn’t come from thin air. It’s often shaped—intentionally or not...

www.sedaeducationalconsulting.com

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Forum for Equity in Elementary Mathematics @mathequityforum.bsky.social · Sep 9

"Agreements should be responsive to students’ current needs, identities & beliefs." Math class requires "a community that is prepared to work together, listen actively & contribute ideas. There is a focus on respect for Ss’ thinking, acceptance of differences & building on each child’s strengths."

Investigations 3 @inv3math.bsky.social · Sep 9

As school begins, "our goal is creating an equitable math learning community that promotes equal status interactions. An important aspect of this is co-creating, practicing, and establishing clear, actionable classroom agreements that help foster mathematical learning & equitable participation." /1

A New Class, A New Year: The Role of Classroom Agreements - Investigations3

investigations.terc.edu

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