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Engaging students in thought-provoking activities encourages them to grow in their mathematical understanding and identity.
Achieving equitable mathematics education has been long debated, even more so after recent learning disruptions, with many sites and districts having much-needed conversations about mathematics intervention to address learning disparities. However, it’s important to keep in mind what we know about the benefits of detracking, which has been at the forefront of many of these equity conversations. The National Council of Teachers of Mathematics suggests that moving forward, it’s important to identify students for additional intervention that doesn’t replace their core math class, sometimes referred to as math support classes or double dose math classes.
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