Access and Equity in Elementary Mathematics

CMC-North Annual Conference Asilomar, 2016

Kelli RiggsNoam SzokeSwaicha Chanduri

San Francisco Unified School District

SFUSD5 years in 5 minutes

SFUSD CLASS OF 2014

SFUSD Math Department’s

Guiding Principles

● All students can and should develop a belief that mathematics is sensible, worthwhile, and doable.

● All students are capable of making sense of mathematics in ways that are creative, interactive, and relevant.

● All students can and should engage in rigorous mathematics through rich, challenging tasks.

● Students’ academic success in mathematics must not be predictable on the basis of race, ethnicity, gender, socioeconomic status, language, religion, sexual orientation, cultural affiliation, or special needs.

SFUSD SECONDARY MATH COURSE SEQUENCE

SFUSD Math Core Curriculum Unit Design

Focuses strongly where the Standards focusIs Coherent across grades and major topics within gradesIs Rigorous In major topics, pursues ● conceptual understanding, ● procedural skill and fluency, and ● application with equal intensity

Strategies3-Read Strategy

Group work Roles and Norms

Multiple Abilities Strategy

Groupwork Feedback

ACCESS and EQUITYDo the Math

Universal Studios

Three Read Protocol

Universal Studios

Three Read Protocol

Universal Studios Admission Prices

Students Adults

$37 $55

Universal Hotel Prices

Room for 6 $80

Room for 3 $40

Universal Studios Fieldtrip!For the 4th & 5th grade end-of-year field trip, the PTA raised $7,985 to take students to Universal Studios Hollywood!There will be 112 students and 13 adults.

These are the admission prices:

These are the hotel prices:

Ways to be successful in today’s task

⊙ Add, subtract, multiply, and divide.⊙ Organize and keep track of information.⊙ Make a representation of the problem.⊙ Find and use important information from the

problem. ⊙ Be good at asking questions.⊙ Have experience in visiting an amusement park,

museum, zoo, or a similar place.⊙ Be able to work with large numbers.⊙ Have experience planning for a large group of

people.⊙ Have experience spending money.

● Same step, same time.

● Talk about each other’s thinking.

● Team questions only.

Group Norms

Debrief

What did we do? How did it affect your approach to the task?

How does this relate to equity?

How can you see this being used in your own classroom, school, or district?

Strategies3-Read Strategy

Group work Roles and Norms

Multiple Abilities Strategy

Groupwork Feedback

Grade 5 Standards

Operations and Algebraic ThinkingWrite and interpret numerical expressions.5.OA.2 Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation “add 8 and 7, then multiply by 2” as 2 × (8 + 7). Recognize that 3 × (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product.

Grade 5 Standards

Number and Operations in Base TenUnderstand the place value system.5.NBT.2 Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole number exponents to denote powers of 10.5.NBT.5 Fluently multiply multidigit whole numbers using the standard algorithm.5.NBT.6 Find whole number quotients of whole numbers with up to four digit dividends and two digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

References

Reflection Tool - Adapted from Math Policies and Practices Assessment Tool

Erica N. WalkerProfessor of Mathematics EducationTeachers College, Columbia University

References

The research-based Multiple Abilities Treatment, was refined in the context of Complex Instruction. Further research showed that its use reduces the effect of status on participation (Cohen and Lotan, 1994 and 2014).

For more information, see:

Cohen and Lotan 2014. Designing Groupwork: Strategies for the Heterogeneous Classroom, 3rd edition, pg 148-155

Featherstone, Crespo, Jilk, Oslund, Parks, and Wood 2011. Smarter Together: Collaboration and Equity in the Elementary Math Classroom, pg 69-80

Session Evaluation➔

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ProfessionalDevelopment

Approach is Strength-based & Adaptive

School-based● Teacher Leaders● Site release

○ Lab Classrooms ○ Lesson Study○ Collaborative Planning○ Looking at Student Work

District-wide● Grade Level Planning● Work with partners, particularly OPLL - Office of

Professional Learning and Leadership