Learning the Language of Math

​Cognizant of the impact and consequence that mathematics has on their students' abilities to problem solve and think critically, districts  aspire to create equitable learning environments that build upon and leverage the diversity of their students’ funds of knowledge.  Approaching the teaching and learning of mathematics through an equity lens will honor and expand the perspectives of all students as they collaboratively engage in the learning process. 


​As a result of this professional development series, teachers will be prepared to:
 

1. Develop their students’ mathematical language and discourse which will stretch their conceptual thinking and contribute to greater problem solving and critical thinking skills. 
   • Vocabulary strategies using multiple modalities and language domains (reading, writing, listening, speaking) for key academic terms.
   • Language development supports such as graphic organizers for conceptual access and sentence frames for oral and written expression during application of math concepts learned.
2. Cultivate a climate and culture in which students can respectfully collaborate, thereby strengthening their ability to process and articulate their learning.
   • Strategies for building background and honoring students’ funds of knowledge through anticipation guides and alphabet boxes.
   • Collaborative strategies designed for students to respectfully and equitably engage in academic conversations with each other, such as gallery walks and shared Google Doc tasks.
3. Equip students with critical learning strategies, such as advance organizers, designed to increase their capacity to own their learning processes.
   • Cognitive strategies, such as video walks with advanced organizers to optimize comprehension and note-taking skills.
   • Metacognitive strategies, such as goal-setting and data-tracking, to heighten students’ awareness of their own progress.
   • Learning strategies, such as student-created anchor charts/cheat sheets, strengthen math fluency and students’ comfort level with engaging with mathematical concepts and language.