Diversity in the Classroom Differentiated Instruction

By “every child” we mean every child- no exceptions Reaching all Learners Equal Opportunities By “every child” we mean every child- no exceptions

Ethnomathematics in the Classroom “Constructivism, inquiry learning, and ethnomathematics allow students to enter the learning process according to their ways of knowing, prior knowledge, and learning styles. Ethnomathematics also shows the relationship between mathematics and cultural anthropology.” Saskatchewan Mathematics’ Curriculum In Saskatchewan, many of our First Nations and Métis students speak English as their first language; however, this does not mean that their culturally-based understanding of a word is the same as the meaning intended by the mathematics curriculum. An example of this type of dichotomy emerged through a discussion with Dr. Edward Doolittle of the First Nations University of Canada about grade three students’ understanding of the word “equal.” Researchers such as Faulkner, Levi, and Carpenter (2002) have shed light on how students believe that the equal sign implies an action must occur rather than representing the same amount of quantity. Dr. Doolittle’s reflections on the word “equal” brought forth a different dimension, namely that for many First Nations and Métis students, regardless of their first language, equal does not imply “same quantity,” but rather “fair” or “for the good of the community” (personal communication, January 1, 2009). This is not an error in the students’ use of the word equal, but what Atweh, Bleicher, & Cooper (1998) would refer to as the “dialect” of those students. Students who understand through such a dialect need opportunities to bring their personal understandings forward and to create additional meanings for the same word. As Saskatchewan teachers embark upon the implementation of the new mathematics curricula, the incorporation of constructivist

A Problem-Based Classroom Problems should have multiple entry points Planned differentiate tasks Small group instruction

Multiple Entry Points

N4.1 Demonstrate an understanding of whole numbers to 10 000 (pictorially, physically, symbolically) by: • representing • describing • comparing two numbers • ordering three or more numbers.

Small Group Instruction

Your turn to share with each other Your turn to share with each other. How did your lesson benefit ALL learners? Choose one person report to the full group a summation of your discussion.