1. Access & Equity Core Mathematics Partnership
Building Mathematical Knowledge and
High-Leverage Instruction for Student Success
11:30-12:00
July 28, 2016

2. Initiate Response Evaluate
“Teacher starts by asking a question to gather information, generally with a specific response in mind; a student responds; and then the teacher evaluates the response (Mehan 1979).”
- NCTM Principles to Action
Pull quote on page 37 on pattern of questioning and time allotted

3. Promoting Equity through the Teaching Practices
Read the excerpts from the forthcoming NCTM book: “Promoting Equity through Facilitating Meaningful Mathematics Discourse” and “Promoting Equity by Eliciting and Using Evidence of Student Thinking”
Find and highlight 3 sentences that resonated with you.

4. Sharing Out: Pick one sentence to share out within your group
As a table group, select a person to start the sharing session.
Each person shares one sentence with no cross-talk
After the last sentence is shared, pick one of the ideas to discuss further.

5. Promoting Access & Equity
What does promoting equity and access mean to you now in terms of your own mathematics classroom?
“Inviting student participation and creating opportunities to engage with another’s reasoning in strategic ways can help ensure that important mathematical ideas are raised, unpacked, and utilized by all students, not just the ones who first originated the idea publicly.”
Make sure positioning comes out.
Chart answers to question, end with the quote

6. Core Mathematics Partnership Project
Disclaimer
Core Mathematics Partnership Project
University of Wisconsin-Milwaukee,
This material was developed for the Core Mathematics Partnership project through the University of Wisconsin-Milwaukee, Center for Mathematics and Science Education Research (CMSER). This material may be used by schools to support learning of teachers and staff provided appropriate attribution and acknowledgement of its source. Other use of this work without prior written permission is prohibited—including reproduction, modification, distribution, or re-publication and use by non-profit organizations and commercial vendors.
This project was supported through a grant from the Wisconsin ESEA Title II, Part B, Mathematics and Science Partnerships.