Research increasingly shows that improving education outcomes for marginalized students requires approaches that nurture the “whole child.” The premise of this session is that those findings extend to mathematics. Though math is traditionally viewed as value-free, students’ personal and cultural lenses influence their development of math identities. How can school districts and college systems ensure student-centered, inquiry-driven, restorative approaches in math classrooms, particularly in the wake of the COVID-19 pandemic? And how can math learning be central to efforts to advance educational equity? This deep-dive session will explore these questions and more with leading thinkers in math education and education equity.
This session is co-sponsored by the Institute for Educational Leadership and TODOS: Mathematics for All.
There is no description of this conference session. If you'd like more information please contact us at firstname.lastname@example.org.
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