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"title": "Inside the perplexing study that’s inspired colleges to drop remedial math",
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"content": "\u003cp>When Alexandra Logue served as the chief academic officer of the City University of New York (CUNY) from 2008 to 2014, she discovered that her 25-college system was spending over $20 million a year on remedial classes. Nationwide, the cost of remedial education exceeded\u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0272775716304605\" target=\"_blank\" rel=\"noopener\"> $1 billion \u003c/a>annually; many colleges operated separate departments of “developmental education,” higher-education’s euphemistic jargon for non-credit catch-up classes. “Nobody could tell me if we were doing it the right way,” Logue said.\u003c/p>\n\u003cp>She suspected they weren’t. More than \u003ca href=\"https://nces.ed.gov/pubs2016/2016405.pdf\" target=\"_blank\" rel=\"noopener\">two-thirds of all community college students and 40 percent of undergraduates\u003c/a> in four-year colleges had to start with at least one remedial class, according to a statistical report from the U.S. Department of Education. The majority of these students dropped out without degrees.\u003c/p>\n\u003cp>An experimental psychologist by training, Logue designed an experiment. She compared remedial math classes to the alternative of letting ill-prepared students proceed straight to a college course accompanied by extra help. The early results of her randomized control trial were so extraordinary that her study influenced not only CUNY in 2016 but also\u003ca href=\"https://www.ppic.org/blog/ensuring-all-students-benefit-from-landmark-community-college-reform/#:~:text=What%20does%20the%20new%20law,actually%20enroll%20in%20those%20courses.\" target=\"_blank\" rel=\"noopener\"> California lawmakers in 2017\u003c/a> to start phasing out remedial education in their state.\u003c/p>\n\u003cp>Over the seven years of Logue’s study, which took place at three of CUNY’s seven two-year community colleges, the results kept getting better. Students who started with college math were successfully passing the course at a fraction of the cost of remediation, getting their math requirements out of the way, earning their degrees faster and earning thousands more in the labor market. Many public colleges, from Nevada and Colorado to Connecticut and Tennessee, have followed suit, \u003ca href=\"https://www.ecs.org/50-state-comparison-developmental-education-policies/\" target=\"_blank\" rel=\"noopener\">phasing out remedial ed\u003c/a>.\u003c/p>\n\u003cp>Other \u003ca href=\"https://completecollege.org/wp-content/uploads/2021/04/CCA_NoRoomForDoubt_CorequisiteSupport.pdf\" target=\"_blank\" rel=\"noopener\">data analyses\u003c/a> have also shown benefits to bypassing remedial education, but this was one of the only real-life experiments, like a clinical trial, and so it carried a lot of weight. Most importantly, it studied math, often an insurmountable requirement for many students to complete their college degrees. This study has arguably been one of the most influential attempts to use experimental evidence to change how higher education operates and is now affecting the lives of millions of college students.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“It’s a great feeling of satisfaction,” said Logue, now a research professor at CUNY’s Graduate Center, “because it isn’t just CUNY. It’s across the country, using this really great evidence to help make things better.”\u003c/p>\n\u003cp>The third and final chapter of this long-term study was \u003ca href=\"https://journals.sagepub.com/doi/abs/10.3102/0013189X221138848\" target=\"_blank\" rel=\"noopener\">published in the January/February 2023 issue of the journal Educational Researcher\u003c/a>, and as I pored over this body of research, I became confused about what it proved. The study could be seen as evidence against remedial education, but it could equally be seen as evidence for letting college students meet their math requirements without taking algebra.\u003c/p>\n\u003cp>The confusion stems from the study design. Instead of testing remedial versus college algebra, which would be a direct test of remedial education, the study compared remedial algebra to college statistics, a sort of apples to oranges comparison. In the experiment, CUNY randomly assigned almost 300 students who failed the algebra portion of a math placement test to an introductory statistics course. In tandem with this college class, students attended an extra two-hour workshop each week where a college classmate who had already passed the class tutored them. Researchers then compared what happened to these stats students with a similar group of almost 300 students who were sent to remedial algebra, the traditional first step for students who fail the algebra subtest. Logue had the same teachers teach sections of both courses – remedial algebra and college stats – so that no one could argue instructional quality was different. Also, only students who struggled with algebra, but not arithmetic, were part of this experiment; students with more severe math difficulties, as measured by the freshman placement test, weren’t asked to attempt the college course and were excluded from the control group.\u003c/p>\n\u003cp>By all measures, the students who went straight to college stats did better. More than half of the students who bypassed remedial algebra passed the stats class and earned college credit. Ultimately, these students finished their degrees a lot faster than those who started off in remedial algebra. They were 50 percent more likely to complete a two-year associate’s degree within three years and, according to the latest chapter of this seven-year study, they were twice as likely to transfer to a four-year institution and complete a bachelor’s degree within five years. Seven years after bypassing remedial ed, students were earning $4,600 more a year in the workplace, on average, than those who started in remedial math.\u003c/p>\n\u003cp>“What we can say is, for students who have been assigned to remediation, put them into statistics with extra help, and you will get a good result,” said Logue.\u003c/p>\n\u003cp>Some researchers argue that the shift to statistics might have made the difference.\u003c/p>\n\u003cp>“That switch from algebra to stats is a big one for a lot of students,” said Lindsay Daugherty, a senior policy researcher at the RAND Corporation who has studied remedial education and efforts to reform it. She said all the other studies that have looked at replacing remedial classes with college courses plus extra support haven’t produced better graduation rates. “This CUNY study is the only one,” said Daugherty.\u003c/p>\n\u003cp>The only other randomized control trial of remedial education is Daugherty’s Texas experiment to \u003ca href=\"https://www.tandfonline.com/doi/full/10.1080/19345747.2021.1932000\" target=\"_blank\" rel=\"noopener\">replace remedial English courses\u003c/a> with college courses plus extra support. Going straight to college courses helped more students earn college credits in English but that didn’t help them get through college. Dropout rates were the same for students in both the remedial and the “corequisite” courses, as the college plus extra help version is often called.\u003c/p>\n\u003cp>“We know that the way that we did it before with these standalone [remedial] courses was not helping students, and most states and colleges have made a change and are moving towards corequisites,” said Daugherty. “But the evidence does not suggest that these corequisite courses are the magic potion that is going to change completion and persistence. It’s going to take a lot more and a lot of other support.”\u003c/p>\n\u003cp>What we don’t know from this study is how to help students who are behind in math learn college algebra, a course that is similar to intermediate high school algebra, which remains a requirement for many business, health and engineering majors. All the students in this landmark CUNY study had intended to major in non-STEM fields that didn’t require algebra, such as criminal justice and the humanities, and for which college statistics would fulfill their math requirements.\u003c/p>\n\u003cp>Logue originally sought to conduct a simpler, cleaner study of only algebra, comparing the remedial prerequisite to the college course plus tutoring support. But she ran into problems with the algebra faculty. (There were too many different versions of college algebra for different majors and across different colleges at CUNY, each covering different topics, she said, and it was impossible to test one version of a basic college algebra course.) Meanwhile, the statistics department was open to the experiment and their introductory courses were very similar from professor to professor.\u003c/p>\n\u003cp>It’s unclear from this study how essential the weekly tutoring sessions were to helping students pass the statistics course. The experiment didn’t test whether students could pass the normal college stats class without peer tutoring.\u003c/p>\n\u003cp>The good news is that the switch from remedial algebra to college stats didn’t seem to harm anyone. Indeed, the students in the statistics group were just as likely to complete advanced math courses, along the algebra-to-calculus track, as students who started with remedial algebra, according to co-author Daniel Douglas, director of social science research at Trinity College in Hartford, Connecticut, who led the data analysis. In the final number crunching, the stats students were just as likely to complete math-intensive degrees that required college algebra. Starting with stats didn’t thwart students from changing their minds about their majors and returning to an algebra-to-calculus track, Douglas said.\u003c/p>\n\u003cp>The bad news is that a lot of community college students still fell through the cracks. Although there was a 50 percent boost to the number of students who completed an associate’s degree within three years, only a quarter of the statistics students hit this milestone. Almost three-quarters didn’t. And though bypassing math remediation and heading straight to college stats led to a 100 percent increase in the number of bachelor’s degrees, only 14 percent of the statistics students earned a four-year degree.\u003c/p>\n\u003cp>The main benefit of allowing students to bypass remedial classes is speed, according to Douglas. Over the course of seven years, the students who started in remedial algebra eventually caught up and hit many of the same milestones as the students who started with statistics. “At the end of our data collection in the fall of 2020, their degree completion – the elementary algebra group and the stats group – they’re not that different,” said Douglas. As those students enter the workforce and gain experience, it’s quite possible that their wages will catch up too.\u003c/p>\n\u003cp>A CUNY spokesperson told me that their college system stopped placing new students into remedial classes in the fall of 2022. For students who are behind in math, there are now “corequisite” math classes, where the extra support is more costly and differs from the tutoring that was tested in this study I am writing about here. Now the college-level course is two hours longer each week, blurring the lines between regular instruction and extra help support, and entirely taught by instructors, not peer tutors. Many instructors who used to teach remedial courses now teach these corequisite courses.\u003c/p>\n\u003cp>For students who are significantly behind — struggling not only in algebra, but also in basic arithmetic — CUNY operates a separate pre-college program, called CUNY Start, where students take only remedial classes. These students haven’t yet matriculated at the college and don’t pay tuition, and so CUNY doesn’t count them as students. And the numbers of students in this \u003ca href=\"https://www1.cuny.edu/sites/cunystart/resources/how-are-we-doing/\" target=\"_blank\" rel=\"noopener\">pre-college remedial program had been swelling before the pandemic.\u003c/a>*\u003c/p>\n\u003cp>\u003ca href=\"https://www1.cuny.edu/sites/cunystart/wp-content/uploads/sites/51/2021/03/CUNYStartWorkingpaper_rev.pdf\">Students did better in these newer pre-college remedial classes\u003c/a> than those who took traditional remedial classes, according to a separate 2021 study that Logue was also involved in. But these students aren’t necessarily doing better in college and earning more credits, unless they get a lot more advising and counseling support during their college years. Helping more young adults get through college isn’t going to be easy or cheap.\u003c/p>\n\u003cp>\u003ci>*Clarification: This paragraph has been modified to reflect that the CUNY Start program dates to 2009 and the number of students in it grew during the 2010s. Enrollment in CUNY Start has decreased in recent years, mirroring the general drop in enrollment at community colleges. An earlier version implied that the CUNY Start program was new and that the number of students in it is still increasing. \u003c/i>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-inside-the-perplexing-study-thats-inspired-college-to-drop-remedial-math/\" target=\"_blank\" rel=\"noopener\">\u003ci>\u003cspan style=\"font-weight: 400\">remedial math in college\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\" target=\"_blank\" rel=\"noopener\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> and other \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\" target=\"_blank\" rel=\"noopener\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletters\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>When Alexandra Logue served as the chief academic officer of the City University of New York (CUNY) from 2008 to 2014, she discovered that her 25-college system was spending over $20 million a year on remedial classes. Nationwide, the cost of remedial education exceeded\u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0272775716304605\" target=\"_blank\" rel=\"noopener\"> $1 billion \u003c/a>annually; many colleges operated separate departments of “developmental education,” higher-education’s euphemistic jargon for non-credit catch-up classes. “Nobody could tell me if we were doing it the right way,” Logue said.\u003c/p>\n\u003cp>She suspected they weren’t. More than \u003ca href=\"https://nces.ed.gov/pubs2016/2016405.pdf\" target=\"_blank\" rel=\"noopener\">two-thirds of all community college students and 40 percent of undergraduates\u003c/a> in four-year colleges had to start with at least one remedial class, according to a statistical report from the U.S. Department of Education. The majority of these students dropped out without degrees.\u003c/p>\n\u003cp>An experimental psychologist by training, Logue designed an experiment. She compared remedial math classes to the alternative of letting ill-prepared students proceed straight to a college course accompanied by extra help. The early results of her randomized control trial were so extraordinary that her study influenced not only CUNY in 2016 but also\u003ca href=\"https://www.ppic.org/blog/ensuring-all-students-benefit-from-landmark-community-college-reform/#:~:text=What%20does%20the%20new%20law,actually%20enroll%20in%20those%20courses.\" target=\"_blank\" rel=\"noopener\"> California lawmakers in 2017\u003c/a> to start phasing out remedial education in their state.\u003c/p>\n\u003cp>Over the seven years of Logue’s study, which took place at three of CUNY’s seven two-year community colleges, the results kept getting better. Students who started with college math were successfully passing the course at a fraction of the cost of remediation, getting their math requirements out of the way, earning their degrees faster and earning thousands more in the labor market. Many public colleges, from Nevada and Colorado to Connecticut and Tennessee, have followed suit, \u003ca href=\"https://www.ecs.org/50-state-comparison-developmental-education-policies/\" target=\"_blank\" rel=\"noopener\">phasing out remedial ed\u003c/a>.\u003c/p>\n\u003cp>Other \u003ca href=\"https://completecollege.org/wp-content/uploads/2021/04/CCA_NoRoomForDoubt_CorequisiteSupport.pdf\" target=\"_blank\" rel=\"noopener\">data analyses\u003c/a> have also shown benefits to bypassing remedial education, but this was one of the only real-life experiments, like a clinical trial, and so it carried a lot of weight. Most importantly, it studied math, often an insurmountable requirement for many students to complete their college degrees. This study has arguably been one of the most influential attempts to use experimental evidence to change how higher education operates and is now affecting the lives of millions of college students.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“It’s a great feeling of satisfaction,” said Logue, now a research professor at CUNY’s Graduate Center, “because it isn’t just CUNY. It’s across the country, using this really great evidence to help make things better.”\u003c/p>\n\u003cp>The third and final chapter of this long-term study was \u003ca href=\"https://journals.sagepub.com/doi/abs/10.3102/0013189X221138848\" target=\"_blank\" rel=\"noopener\">published in the January/February 2023 issue of the journal Educational Researcher\u003c/a>, and as I pored over this body of research, I became confused about what it proved. The study could be seen as evidence against remedial education, but it could equally be seen as evidence for letting college students meet their math requirements without taking algebra.\u003c/p>\n\u003cp>The confusion stems from the study design. Instead of testing remedial versus college algebra, which would be a direct test of remedial education, the study compared remedial algebra to college statistics, a sort of apples to oranges comparison. In the experiment, CUNY randomly assigned almost 300 students who failed the algebra portion of a math placement test to an introductory statistics course. In tandem with this college class, students attended an extra two-hour workshop each week where a college classmate who had already passed the class tutored them. Researchers then compared what happened to these stats students with a similar group of almost 300 students who were sent to remedial algebra, the traditional first step for students who fail the algebra subtest. Logue had the same teachers teach sections of both courses – remedial algebra and college stats – so that no one could argue instructional quality was different. Also, only students who struggled with algebra, but not arithmetic, were part of this experiment; students with more severe math difficulties, as measured by the freshman placement test, weren’t asked to attempt the college course and were excluded from the control group.\u003c/p>\n\u003cp>By all measures, the students who went straight to college stats did better. More than half of the students who bypassed remedial algebra passed the stats class and earned college credit. Ultimately, these students finished their degrees a lot faster than those who started off in remedial algebra. They were 50 percent more likely to complete a two-year associate’s degree within three years and, according to the latest chapter of this seven-year study, they were twice as likely to transfer to a four-year institution and complete a bachelor’s degree within five years. Seven years after bypassing remedial ed, students were earning $4,600 more a year in the workplace, on average, than those who started in remedial math.\u003c/p>\n\u003cp>“What we can say is, for students who have been assigned to remediation, put them into statistics with extra help, and you will get a good result,” said Logue.\u003c/p>\n\u003cp>Some researchers argue that the shift to statistics might have made the difference.\u003c/p>\n\u003cp>“That switch from algebra to stats is a big one for a lot of students,” said Lindsay Daugherty, a senior policy researcher at the RAND Corporation who has studied remedial education and efforts to reform it. She said all the other studies that have looked at replacing remedial classes with college courses plus extra support haven’t produced better graduation rates. “This CUNY study is the only one,” said Daugherty.\u003c/p>\n\u003cp>The only other randomized control trial of remedial education is Daugherty’s Texas experiment to \u003ca href=\"https://www.tandfonline.com/doi/full/10.1080/19345747.2021.1932000\" target=\"_blank\" rel=\"noopener\">replace remedial English courses\u003c/a> with college courses plus extra support. Going straight to college courses helped more students earn college credits in English but that didn’t help them get through college. Dropout rates were the same for students in both the remedial and the “corequisite” courses, as the college plus extra help version is often called.\u003c/p>\n\u003cp>“We know that the way that we did it before with these standalone [remedial] courses was not helping students, and most states and colleges have made a change and are moving towards corequisites,” said Daugherty. “But the evidence does not suggest that these corequisite courses are the magic potion that is going to change completion and persistence. It’s going to take a lot more and a lot of other support.”\u003c/p>\n\u003cp>What we don’t know from this study is how to help students who are behind in math learn college algebra, a course that is similar to intermediate high school algebra, which remains a requirement for many business, health and engineering majors. All the students in this landmark CUNY study had intended to major in non-STEM fields that didn’t require algebra, such as criminal justice and the humanities, and for which college statistics would fulfill their math requirements.\u003c/p>\n\u003cp>Logue originally sought to conduct a simpler, cleaner study of only algebra, comparing the remedial prerequisite to the college course plus tutoring support. But she ran into problems with the algebra faculty. (There were too many different versions of college algebra for different majors and across different colleges at CUNY, each covering different topics, she said, and it was impossible to test one version of a basic college algebra course.) Meanwhile, the statistics department was open to the experiment and their introductory courses were very similar from professor to professor.\u003c/p>\n\u003cp>It’s unclear from this study how essential the weekly tutoring sessions were to helping students pass the statistics course. The experiment didn’t test whether students could pass the normal college stats class without peer tutoring.\u003c/p>\n\u003cp>The good news is that the switch from remedial algebra to college stats didn’t seem to harm anyone. Indeed, the students in the statistics group were just as likely to complete advanced math courses, along the algebra-to-calculus track, as students who started with remedial algebra, according to co-author Daniel Douglas, director of social science research at Trinity College in Hartford, Connecticut, who led the data analysis. In the final number crunching, the stats students were just as likely to complete math-intensive degrees that required college algebra. Starting with stats didn’t thwart students from changing their minds about their majors and returning to an algebra-to-calculus track, Douglas said.\u003c/p>\n\u003cp>The bad news is that a lot of community college students still fell through the cracks. Although there was a 50 percent boost to the number of students who completed an associate’s degree within three years, only a quarter of the statistics students hit this milestone. Almost three-quarters didn’t. And though bypassing math remediation and heading straight to college stats led to a 100 percent increase in the number of bachelor’s degrees, only 14 percent of the statistics students earned a four-year degree.\u003c/p>\n\u003cp>The main benefit of allowing students to bypass remedial classes is speed, according to Douglas. Over the course of seven years, the students who started in remedial algebra eventually caught up and hit many of the same milestones as the students who started with statistics. “At the end of our data collection in the fall of 2020, their degree completion – the elementary algebra group and the stats group – they’re not that different,” said Douglas. As those students enter the workforce and gain experience, it’s quite possible that their wages will catch up too.\u003c/p>\n\u003cp>A CUNY spokesperson told me that their college system stopped placing new students into remedial classes in the fall of 2022. For students who are behind in math, there are now “corequisite” math classes, where the extra support is more costly and differs from the tutoring that was tested in this study I am writing about here. Now the college-level course is two hours longer each week, blurring the lines between regular instruction and extra help support, and entirely taught by instructors, not peer tutors. Many instructors who used to teach remedial courses now teach these corequisite courses.\u003c/p>\n\u003cp>For students who are significantly behind — struggling not only in algebra, but also in basic arithmetic — CUNY operates a separate pre-college program, called CUNY Start, where students take only remedial classes. These students haven’t yet matriculated at the college and don’t pay tuition, and so CUNY doesn’t count them as students. And the numbers of students in this \u003ca href=\"https://www1.cuny.edu/sites/cunystart/resources/how-are-we-doing/\" target=\"_blank\" rel=\"noopener\">pre-college remedial program had been swelling before the pandemic.\u003c/a>*\u003c/p>\n\u003cp>\u003ca href=\"https://www1.cuny.edu/sites/cunystart/wp-content/uploads/sites/51/2021/03/CUNYStartWorkingpaper_rev.pdf\">Students did better in these newer pre-college remedial classes\u003c/a> than those who took traditional remedial classes, according to a separate 2021 study that Logue was also involved in. But these students aren’t necessarily doing better in college and earning more credits, unless they get a lot more advising and counseling support during their college years. Helping more young adults get through college isn’t going to be easy or cheap.\u003c/p>\n\u003cp>\u003ci>*Clarification: This paragraph has been modified to reflect that the CUNY Start program dates to 2009 and the number of students in it grew during the 2010s. Enrollment in CUNY Start has decreased in recent years, mirroring the general drop in enrollment at community colleges. An earlier version implied that the CUNY Start program was new and that the number of students in it is still increasing. \u003c/i>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-inside-the-perplexing-study-thats-inspired-college-to-drop-remedial-math/\" target=\"_blank\" rel=\"noopener\">\u003ci>\u003cspan style=\"font-weight: 400\">remedial math in college\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\" target=\"_blank\" rel=\"noopener\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> and other \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\" target=\"_blank\" rel=\"noopener\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletters\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">How does a revolution start? Sometimes, it’s a simple question. For Sarah Powell, an associate professor of special education at the University of Texas at Austin, the question was this math problem: Donna and Natasha folded 96 paper cranes. Donna folded 25 paper cranes. How many did Natasha fold?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In a study, Powell posed that question to children at the end of third grade, when they should have been able to answer it easily. Instead, most couldn’t solve it. One underlined 11 words in the question but didn’t attempt any math. Another jotted down the number 96 and gave up. A few wrote down random numbers that had nothing to do with the problem. More than half the students added the numbers 96 and 25 together. Only two children out of 15 she showed me got the correct answer: 96-25=71.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I could send you hundreds of these,” Powell said. “It’s heartbreaking. How did we let it get to this? These are kids that just get passed from one grade level to the next. You shouldn’t let a kid get to fourth grade if they can’t add 12 plus 13. I see it as a huge equity issue. It is totally unfair what we are doing to these kids.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In early 2020, at an academic conference just before the pandemic hit, Powell commiserated with other experts in special education and students who struggle in math. They shared her frustrations about the state of math education in America. A majority of students weren’t mastering the subject, according to the National Assessment of Educational Progress (NAEP), a test that tracks academic achievement. The most recent test had shown that 60 percent of fourth graders and 67 percent of eighth graders failed to score at or above the proficient level for their grade.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The researchers begrudged the lack of attention math gets in schools compared to reading, but suddenly their rival discipline – reading – was providing a role model for action. At the time, the debate over why schools ignored the science of reading dominated education news. Parents and teachers were pressuring schools to switch to a phonics heavy curriculum in kindergarten and first grade. “We have a science of math just like there is a science of reading,” said Powell. “They are analogous. We just need to get people going.”\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The special education community was also instrumental in drawing the public’s attention to the science of reading. In that case, it was parents of children with dyslexia who were clamoring for change in how schools taught reading. This time, in math, special education researchers are taking the lead.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In its most extreme version, this new math movement revives an old fight between advocates of teacher-led instruction of step-by-step procedures against those who favor student discovery and a conceptual understanding of math. It also raises new questions about what makes for good evidence in math education and pits well-designed quantitative studies of achievement gains against qualitative studies of people’s attitudes about math and why more women and people of color don’t enter STEM (science, technology, engineering and math) fields. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the urging of her colleagues, Powell emerged as a founder of the nascent movement. In December 2020, she invited dozens of like-minded education researchers to the first science of math Zoom meeting. They believed the research showed that teaching math properly in the early grades would drastically cut the number of children struggling with the subject who might need special interventions to catch up. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The researchers continued to meet almost every month during 2021 as their campaign gained momentum. They launched a \u003c/span>\u003ca href=\"https://www.thescienceofmath.com/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">website\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an advocacy group and an auxiliary group for teachers. A Science of Math Facebook group, which they started in December 2020, now has more than 21,000 members. More than 150 education professionals, ranging from teachers to education professors, have added their names to a \u003c/span>\u003ca href=\"https://www.thescienceofmath.com/affiliates\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">public list of supporters\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. One of their leaders held a \u003c/span>\u003ca href=\"https://www.pattan.net/Videos/The-Science-of-Math-PaTTANpod-S4E17\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Science of Math event in Pennsylvania\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in 2022 and is planning another in 2023.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Their first public assault on the status quo came in August 2022, when Powell and two of her science of math collaborators – Elizabeth Hughes of Penn State and Corey Peltier at the University of Oklahoma – published a paper titled “\u003c/span>\u003ca href=\"https://www.cis.org.au/publication/myths-that-undermine-maths-teaching/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Myths that Undermine Math Teaching\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.” They took direct aim at some of the teaching practices recommended by the influential National Council of Teachers of Mathematics (NCTM), and Jo Boaler, a \u003c/span>\u003ca href=\"https://www.newyorker.com/science/elements/california-students-are-struggling-in-math-will-reforms-make-the-problem-worse\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">controversial professor of math education\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> at Stanford University who has a large and devoted following of math teachers.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Citing 115 research studies to back up their views, Powell and her co-authors attacked what they described as common misconceptions about teaching math. They said it’s not essential to make sure children understand mathematical concepts before they are taught calculations. They insisted that algorithms, efficient ways of solving problems quickly, such as long division, aren’t harmful. They said that inquiry-based learning, where teachers encourage students to discover answers for themselves, is often not the best way to teach while explicit, direct instruction usually is. Forcing students to struggle with problems that they not only don’t know how to solve, but also haven’t mastered the tools needed to do so, isn’t helpful. Timed tests? It’s important, the researchers said, for students to master their sums and multiplication tables in order to free up the brain’s working memory to learn more complicated concepts. Periodic timed tests help teachers measure whether students are building speed and accuracy.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Powell says she and 13 other organizers have been volunteering their time to the cause and their group hasn’t taken any money from outside organizations or foundations. Powell’s own research is primarily funded by the U.S. Department of Education and the National Science Foundation.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The group is not arguing for a return to old-fashioned rote instruction, Powell says. She’s an advocate of active hands-on learning with tactile objects, what educators call “manipulatives.” But she says that research shows that children learn best when new topics begin with direct explanations from teachers who teach procedures and formulas alongside concepts. Then students practice mastering them. She isn’t opposed to inquiry learning, but she says it’s very hard to teach this way and the appropriate time is after children have mastered multiple strategies and have the tools to think through different possibilities. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The pushback has already begun. In an interview, Stanford’s Boaler says the myths article is wrong because Powell and her colleagues “cherry picked” the research and “dangerous” because it will lead teachers in the wrong direction. And she questions why special education experts should determine what constitutes the science of math. She points out that there are no mathematics experts in Powell’s group. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In January 2023, the NCTM, the math teachers group, reiterated its opposition to the rote memorization of math facts, such as multiplication tables. But that group’s president, Kevin Dykema, said the timing was a “fluke” and not in response to the science of math movement. Still, Dykema said he was “concerned” about the group and their disregard of rival research that shows kids are turned off by math when it’s taught as a boring set of procedures. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I worry that the science of math is so focused on rote memorization,” said Dykema, a middle school math teacher. “I know a lot of students see math as very meaningless. They think that math is a bunch of isolated skills that need to be memorized, and they don’t see any value in learning it.” A session on the science of math debate is currently being planned for the annual meeting of the NCTM in October 2023.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Behind the scenes, officials at state education agencies and education trade associations from Colorado to North Carolina are asking questions. Powell said she’s already received a positive response from the Kansas State Department of Education. Meanwhile, opponents are privately circulating drafts of rebuttals to the “myths” paper. The \u003c/span>\u003ca href=\"https://www.amtenc.org/home\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">homepage of the North Carolina chapter of the Association of Mathematics Teacher Educators\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> says that the organization is working to understand the research behind the science of math movement and how to respond. “More information is coming soon!” the site promises.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Jon Star, a prominent professor of math education at Harvard Graduate School of Education, says that the science of math isn’t as clear as the science of reading and that there’s much we still don’t understand the best ways to teach the subject. He also points out that we really don’t know that much about how math is taught around the country. Although Powell’s paper discusses the shortcomings of progressive ideas about emphasizing conceptual math and not drilling math facts, it’s unclear if that’s what’s actually going on in classrooms and whether those practices are to blame for poor math performance. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It seems clear that we may be heading for a new battle in the math wars, which have been raging off and on in American schools for decades. And that makes one veteran of these battles weary. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I go into this with some ennui,” said Deborah Loewenberg Ball of the University of Michigan Ann Arbor, another prominent professor of math education. “But this is a very important conversation to me.” She said that in order to come up with the most effective approach for teaching math, we need to agree on the goals of math instruction. Do we want kids to be able to compute accurately? Yes, but not everyone agrees that this should be the main goal of mathematics education. “The public needs to understand that the goals of math education are contested,” she said. Merely invoking the word “science” doesn’t resolve that debate, Ball said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I’m fascinated with this science of math group and what it has to say. In the coming weeks and months, I’ll be digging into the research on math instruction and what newer studies tell us about these old debates on procedures, concepts, multiplication tables, how to cultivate number sense, add fractions and solve word problems. I’m eager to see how it all adds up.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about the \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-how-a-debate-over-the-science-of-math-could-reignite-the-math-wars/\" target=\"_blank\" rel=\"noopener\">\u003ci>\u003cspan style=\"font-weight: 400\">science of math \u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\" target=\"_blank\" rel=\"noopener\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> and other \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\" target=\"_blank\" rel=\"noopener\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletters\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">How does a revolution start? Sometimes, it’s a simple question. For Sarah Powell, an associate professor of special education at the University of Texas at Austin, the question was this math problem: Donna and Natasha folded 96 paper cranes. Donna folded 25 paper cranes. How many did Natasha fold?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In a study, Powell posed that question to children at the end of third grade, when they should have been able to answer it easily. Instead, most couldn’t solve it. One underlined 11 words in the question but didn’t attempt any math. Another jotted down the number 96 and gave up. A few wrote down random numbers that had nothing to do with the problem. More than half the students added the numbers 96 and 25 together. Only two children out of 15 she showed me got the correct answer: 96-25=71.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I could send you hundreds of these,” Powell said. “It’s heartbreaking. How did we let it get to this? These are kids that just get passed from one grade level to the next. You shouldn’t let a kid get to fourth grade if they can’t add 12 plus 13. I see it as a huge equity issue. It is totally unfair what we are doing to these kids.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In early 2020, at an academic conference just before the pandemic hit, Powell commiserated with other experts in special education and students who struggle in math. They shared her frustrations about the state of math education in America. A majority of students weren’t mastering the subject, according to the National Assessment of Educational Progress (NAEP), a test that tracks academic achievement. The most recent test had shown that 60 percent of fourth graders and 67 percent of eighth graders failed to score at or above the proficient level for their grade.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The researchers begrudged the lack of attention math gets in schools compared to reading, but suddenly their rival discipline – reading – was providing a role model for action. At the time, the debate over why schools ignored the science of reading dominated education news. Parents and teachers were pressuring schools to switch to a phonics heavy curriculum in kindergarten and first grade. “We have a science of math just like there is a science of reading,” said Powell. “They are analogous. We just need to get people going.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The special education community was also instrumental in drawing the public’s attention to the science of reading. In that case, it was parents of children with dyslexia who were clamoring for change in how schools taught reading. This time, in math, special education researchers are taking the lead.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In its most extreme version, this new math movement revives an old fight between advocates of teacher-led instruction of step-by-step procedures against those who favor student discovery and a conceptual understanding of math. It also raises new questions about what makes for good evidence in math education and pits well-designed quantitative studies of achievement gains against qualitative studies of people’s attitudes about math and why more women and people of color don’t enter STEM (science, technology, engineering and math) fields. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the urging of her colleagues, Powell emerged as a founder of the nascent movement. In December 2020, she invited dozens of like-minded education researchers to the first science of math Zoom meeting. They believed the research showed that teaching math properly in the early grades would drastically cut the number of children struggling with the subject who might need special interventions to catch up. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The researchers continued to meet almost every month during 2021 as their campaign gained momentum. They launched a \u003c/span>\u003ca href=\"https://www.thescienceofmath.com/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">website\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an advocacy group and an auxiliary group for teachers. A Science of Math Facebook group, which they started in December 2020, now has more than 21,000 members. More than 150 education professionals, ranging from teachers to education professors, have added their names to a \u003c/span>\u003ca href=\"https://www.thescienceofmath.com/affiliates\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">public list of supporters\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. One of their leaders held a \u003c/span>\u003ca href=\"https://www.pattan.net/Videos/The-Science-of-Math-PaTTANpod-S4E17\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Science of Math event in Pennsylvania\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in 2022 and is planning another in 2023.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Their first public assault on the status quo came in August 2022, when Powell and two of her science of math collaborators – Elizabeth Hughes of Penn State and Corey Peltier at the University of Oklahoma – published a paper titled “\u003c/span>\u003ca href=\"https://www.cis.org.au/publication/myths-that-undermine-maths-teaching/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Myths that Undermine Math Teaching\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.” They took direct aim at some of the teaching practices recommended by the influential National Council of Teachers of Mathematics (NCTM), and Jo Boaler, a \u003c/span>\u003ca href=\"https://www.newyorker.com/science/elements/california-students-are-struggling-in-math-will-reforms-make-the-problem-worse\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">controversial professor of math education\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> at Stanford University who has a large and devoted following of math teachers.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Citing 115 research studies to back up their views, Powell and her co-authors attacked what they described as common misconceptions about teaching math. They said it’s not essential to make sure children understand mathematical concepts before they are taught calculations. They insisted that algorithms, efficient ways of solving problems quickly, such as long division, aren’t harmful. They said that inquiry-based learning, where teachers encourage students to discover answers for themselves, is often not the best way to teach while explicit, direct instruction usually is. Forcing students to struggle with problems that they not only don’t know how to solve, but also haven’t mastered the tools needed to do so, isn’t helpful. Timed tests? It’s important, the researchers said, for students to master their sums and multiplication tables in order to free up the brain’s working memory to learn more complicated concepts. Periodic timed tests help teachers measure whether students are building speed and accuracy.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Powell says she and 13 other organizers have been volunteering their time to the cause and their group hasn’t taken any money from outside organizations or foundations. Powell’s own research is primarily funded by the U.S. Department of Education and the National Science Foundation.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The group is not arguing for a return to old-fashioned rote instruction, Powell says. She’s an advocate of active hands-on learning with tactile objects, what educators call “manipulatives.” But she says that research shows that children learn best when new topics begin with direct explanations from teachers who teach procedures and formulas alongside concepts. Then students practice mastering them. She isn’t opposed to inquiry learning, but she says it’s very hard to teach this way and the appropriate time is after children have mastered multiple strategies and have the tools to think through different possibilities. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The pushback has already begun. In an interview, Stanford’s Boaler says the myths article is wrong because Powell and her colleagues “cherry picked” the research and “dangerous” because it will lead teachers in the wrong direction. And she questions why special education experts should determine what constitutes the science of math. She points out that there are no mathematics experts in Powell’s group. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In January 2023, the NCTM, the math teachers group, reiterated its opposition to the rote memorization of math facts, such as multiplication tables. But that group’s president, Kevin Dykema, said the timing was a “fluke” and not in response to the science of math movement. Still, Dykema said he was “concerned” about the group and their disregard of rival research that shows kids are turned off by math when it’s taught as a boring set of procedures. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I worry that the science of math is so focused on rote memorization,” said Dykema, a middle school math teacher. “I know a lot of students see math as very meaningless. They think that math is a bunch of isolated skills that need to be memorized, and they don’t see any value in learning it.” A session on the science of math debate is currently being planned for the annual meeting of the NCTM in October 2023.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Behind the scenes, officials at state education agencies and education trade associations from Colorado to North Carolina are asking questions. Powell said she’s already received a positive response from the Kansas State Department of Education. Meanwhile, opponents are privately circulating drafts of rebuttals to the “myths” paper. The \u003c/span>\u003ca href=\"https://www.amtenc.org/home\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">homepage of the North Carolina chapter of the Association of Mathematics Teacher Educators\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> says that the organization is working to understand the research behind the science of math movement and how to respond. “More information is coming soon!” the site promises.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Jon Star, a prominent professor of math education at Harvard Graduate School of Education, says that the science of math isn’t as clear as the science of reading and that there’s much we still don’t understand the best ways to teach the subject. He also points out that we really don’t know that much about how math is taught around the country. Although Powell’s paper discusses the shortcomings of progressive ideas about emphasizing conceptual math and not drilling math facts, it’s unclear if that’s what’s actually going on in classrooms and whether those practices are to blame for poor math performance. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It seems clear that we may be heading for a new battle in the math wars, which have been raging off and on in American schools for decades. And that makes one veteran of these battles weary. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I go into this with some ennui,” said Deborah Loewenberg Ball of the University of Michigan Ann Arbor, another prominent professor of math education. “But this is a very important conversation to me.” She said that in order to come up with the most effective approach for teaching math, we need to agree on the goals of math instruction. Do we want kids to be able to compute accurately? Yes, but not everyone agrees that this should be the main goal of mathematics education. “The public needs to understand that the goals of math education are contested,” she said. Merely invoking the word “science” doesn’t resolve that debate, Ball said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I’m fascinated with this science of math group and what it has to say. In the coming weeks and months, I’ll be digging into the research on math instruction and what newer studies tell us about these old debates on procedures, concepts, multiplication tables, how to cultivate number sense, add fractions and solve word problems. I’m eager to see how it all adds up.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about the \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-how-a-debate-over-the-science-of-math-could-reignite-the-math-wars/\" target=\"_blank\" rel=\"noopener\">\u003ci>\u003cspan style=\"font-weight: 400\">science of math \u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\" target=\"_blank\" rel=\"noopener\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> and other \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\" target=\"_blank\" rel=\"noopener\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletters\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "This Colorado elementary school nearly closed. A math makeover helped it stay open.",
"headTitle": "This Colorado elementary school nearly closed. A math makeover helped it stay open. | KQED",
"content": "\u003cp>\u003cem>This story was \u003ca href=\"https://co.chalkbeat.org/2023/5/5/23712980/minnequa-elementary-math-test-scores-growth-turnaround-pueblo-district\" target=\"_blank\" rel=\"canonical noopener\">originally published\u003c/a> by Chalkbeat. Sign up for their newsletters at \u003c/em>\u003ca class=\"Link\" href=\"https://ckbe.at/newsletters\" target=\"_blank\" rel=\"noopener\">\u003cem>ckbe.at/newsletters.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>In 2019, Minnequa Elementary in Pueblo was on the brink of closing because of low test scores and declining enrollment. Today, the school is off the state’s “watch list,” has the state’s top “green” school rating, and recently won a $50,000 award for exceptional growth in math.\u003c/p>\n\u003cp>So, how did a school where only 8% of students scored proficient on state math tests in 2019 change course?\u003c/p>\n\u003cp>Principal Katie Harshman says it was a combination of factors, including a good math curriculum, regular coaching for teachers, constant data analysis, and a shift to having some upper elementary teachers focus only on math, while others teach reading and writing. Using state grants and federal money the school receives because it serves many students from low-income families, Minnequa also tapped outside experts, including the Relay Graduate School of Education and a math consulting group called 2Partner.\u003c/p>\n\u003cp>Harshman and her team say the yearslong math push has given students a better understanding of key concepts, pushed them daily to articulate how they solve problems, and pumped up their math confidence.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Minnequa students now post some of the highest rates of academic growth in the state, showing more year-over-year progress on standardized tests than the vast majority of their Colorado peers. Those gains are what earned Minnequa and 11 other Colorado schools \u003ca class=\"Link\" href=\"https://www.colorado.gov/governor/news/9696-governor-polis-bipartisan-legislators-announce-historic-investments-data-driven-math\" target=\"_blank\" rel=\"noopener\">state “Bright Spot” awards\u003c/a> this spring — each coming with $50,000 in leftover COVID relief funds.\u003c/p>\n\u003cp>Educators and policymakers statewide are pushing to improve math instruction after sharp declines in scores on state and \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2022/9/1/23331852/math-reading-scores-drop-naep-pandemic\" target=\"_blank\" rel=\"noopener\">national tests during the pandemic\u003c/a>. This spring, lawmakers passed \u003ca class=\"Link\" href=\"https://co.chalkbeat.org/2023/3/7/23629086/math-help-colorado-legislature-tutoring-afterschool-learning-loss-common-core-instruction\" target=\"_blank\" rel=\"noopener\">legislation to offer after-school tutoring in math\u003c/a>, expand teacher training, and encourage schools to choose high-quality math curriculum. State leaders also paid to provide a \u003ca class=\"Link\" href=\"https://co.chalkbeat.org/2023/4/12/23679713/zearn-math-colorado-pandemic-recovery-tutoring\" target=\"_blank\" rel=\"noopener\">digital learning tool called Zearn Math\u003c/a> to Colorado schools.\u003c/p>\n\u003cp>The work that has unfolded at Minnequa over the last five years illustrates how effective instruction can translate into student achievement.\u003c/p>\n\u003cp>Harshman and her colleagues say there’s more to do. While the share of students who are proficient on state math tests has more than tripled to 26% in four years, It’s still below the state average.\u003c/p>\n\u003cp>“We’re not done. We’re still going to keep going,” said Leslie Ortega, a fourth grade math teacher at Minnequa.\u003c/p>\n\u003cp>Still, after the \u003ca class=\"Link\" href=\"https://www.chieftain.com/story/news/education/2019/03/29/teachers-union-head-weighs-in/5583811007/\" target=\"_blank\" rel=\"noopener\">threat of closure\u003c/a>, the school’s progress is gratifying.\u003c/p>\n\u003cp>“It’s been like the light at the end of the tunnel,” Ortega said. “It just shows us what we as a whole school can accomplish.”\u003c/p>\n\u003cp>A few weeks before state tests were given this spring, Harshman stood in the back of a fifth grade classroom watching carefully as the teacher reviewed fractions. She noticed that students weren’t answering in full sentences as they should, and as they would be expected to on parts of the upcoming test. Harshman caught the teacher’s eye, brought her hands together and pulled them apart — a reminder that students needed to stretch out their responses into complete thoughts.\u003c/p>\n\u003cp>“It’s a very silent signal. It’s nothing dramatic,” she said.\u003c/p>\n\u003cp>This kind of real-time coaching — by Harshman, the school’s math coach Christy Vasquez, and outside consultants — has become the norm at Minnequa over the last several years.\u003c/p>\n\u003cp>The idea is to provide on-the-spot feedback through a whispered suggestion, a quick side conversation, or a few minutes of co-teaching so teachers can practice immediately.\u003c/p>\n\u003cp>“I’m not there to be like, ‘Ah-ha! Gotcha!’ I’m just there for support,” said Vasquez, who started as a teacher at Minnequa six years ago and took the math coach job last year.\u003c/p>\n\u003cp>Jeanette Valdez, a fifth grade teacher who grew up in Pueblo and lives just two blocks from Minnequa, said it’s been nerve-wracking at times to have so many people stop into her classroom to observe and coach — sometimes even top district administrators.\u003c/p>\n\u003cp>“I told myself that all they’re there for is to make me better and that’s my whole reason for being a teacher,” she said.\u003c/p>\n\u003cp>All the feedback — a coach was in her classroom practically every day last year — has helped her improve, she said.\u003c/p>\n\u003cp>These days, when students work on math problems independently, she’s in “aggressive monitoring” mode. That means she’s walking through the classroom to watch how students are solving problems and exactly where they’re getting stuck. Previously, she’d watch students work, but wasn’t checking for anything specific.\u003c/p>\n\u003cp>“I had to learn to be all up in their business …. and to really hone in on what it is I’m looking for,” she said. \u003cb> \u003c/b>\u003c/p>\n\u003cp>One of the biggest changes at Minnequa in recent years has been having some teachers in third through fifth grade specialize in math instruction — a practice often called departmentalization.\u003c/p>\n\u003cp>That means teachers like Ortega and Valdez teach math to all the students in their respective grades, while colleagues take on literacy instruction.\u003c/p>\n\u003cp>“I think it’s the best. I really do,” said Ortega. “I’m able to focus on one subject. I’m able to really dig deep into the math data and the math lessons.”\u003c/p>\n\u003cp>She said the switch has also given her more time for planning each day — 80 minutes, up from 40 previously. And while five years ago, she might have spent planning time cleaning her classroom, Ortega said Harshman ushered in a different expectation — that teachers use the time to look at data on each student’s strengths and needs.\u003c/p>\n\u003cp>Alongside the departmental structure, consultants have helped teachers organize their daily math block so students are actively doing math most of the time rather than listening to the teacher. That has meant tweaking the school’s math curriculum, EngageNY, which the school adopted about six years ago when it was rated “red,” the state’s lowest rating.\u003c/p>\n\u003cp>Vasquez, Minnequa’s math coach, said the curriculum is high quality, but contains a lot of material. Consultants for 2Partner helped teachers identify the most critical parts and pare down the program’s long teacher-led lesson introductions.\u003c/p>\n\u003cp>Brianna Mazzella, a consultant with 2Partner who’s worked with Minnequa staff for four years, also dissects Colorado math standards with teachers to ensure they’re covering key pieces and building a solid foundation for the next big skill.\u003c/p>\n\u003cp>In April, she met with a fifth grade teacher to talk about long division, a skill students will be expected to master in sixth grade. They talked about the need in the last month of school to ensure students have a conceptual understanding of what division is, the language of division, and how estimation and knowledge of place values can give meaning to the rote rules that students also learn.\u003c/p>\n\u003cp>Mazzella said she wasn’t surprised by Minnequa’s math growth on state tests or that it earned a green state rating last fall. She knew how much work teachers did and saw the results in student work.\u003c/p>\n\u003cp>With a closure threat like the one Minnequa faced\u003cb>, \u003c/b>she said,\u003cb> \u003c/b>“You either rally or you don’t, and that building rallied.”\u003c/p>\n\u003cp>\u003ci>Ann Schimke is a senior reporter at Chalkbeat, covering early childhood issues and early literacy. Contact Ann at \u003c/i>\u003ca class=\"Link\" href=\"mailto:aschimke@chalkbeat.org\" target=\"_blank\" rel=\"noopener\">\u003ci>aschimke@chalkbeat.org\u003c/i>\u003c/a>\u003ci>.\u003c/i>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ca href=\"https://co.chalkbeat.org/2023/5/5/23712980/minnequa-elementary-math-test-scores-growth-turnaround-pueblo-district\" target=\"_blank\" rel=\"canonical noopener\">Chalkbeat\u003c/a> is a nonprofit news site covering educational change in public schools.\u003c/p>\n\n",
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"excerpt": "After nearly closing in 2019, Minnequa Elementary School now posts some of the highest rates of academic growth in Colorado. Its progress comes as many schools are trying to reverse pandemic-era drops in math achievement.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This story was \u003ca href=\"https://co.chalkbeat.org/2023/5/5/23712980/minnequa-elementary-math-test-scores-growth-turnaround-pueblo-district\" target=\"_blank\" rel=\"canonical noopener\">originally published\u003c/a> by Chalkbeat. Sign up for their newsletters at \u003c/em>\u003ca class=\"Link\" href=\"https://ckbe.at/newsletters\" target=\"_blank\" rel=\"noopener\">\u003cem>ckbe.at/newsletters.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>In 2019, Minnequa Elementary in Pueblo was on the brink of closing because of low test scores and declining enrollment. Today, the school is off the state’s “watch list,” has the state’s top “green” school rating, and recently won a $50,000 award for exceptional growth in math.\u003c/p>\n\u003cp>So, how did a school where only 8% of students scored proficient on state math tests in 2019 change course?\u003c/p>\n\u003cp>Principal Katie Harshman says it was a combination of factors, including a good math curriculum, regular coaching for teachers, constant data analysis, and a shift to having some upper elementary teachers focus only on math, while others teach reading and writing. Using state grants and federal money the school receives because it serves many students from low-income families, Minnequa also tapped outside experts, including the Relay Graduate School of Education and a math consulting group called 2Partner.\u003c/p>\n\u003cp>Harshman and her team say the yearslong math push has given students a better understanding of key concepts, pushed them daily to articulate how they solve problems, and pumped up their math confidence.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Minnequa students now post some of the highest rates of academic growth in the state, showing more year-over-year progress on standardized tests than the vast majority of their Colorado peers. Those gains are what earned Minnequa and 11 other Colorado schools \u003ca class=\"Link\" href=\"https://www.colorado.gov/governor/news/9696-governor-polis-bipartisan-legislators-announce-historic-investments-data-driven-math\" target=\"_blank\" rel=\"noopener\">state “Bright Spot” awards\u003c/a> this spring — each coming with $50,000 in leftover COVID relief funds.\u003c/p>\n\u003cp>Educators and policymakers statewide are pushing to improve math instruction after sharp declines in scores on state and \u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2022/9/1/23331852/math-reading-scores-drop-naep-pandemic\" target=\"_blank\" rel=\"noopener\">national tests during the pandemic\u003c/a>. This spring, lawmakers passed \u003ca class=\"Link\" href=\"https://co.chalkbeat.org/2023/3/7/23629086/math-help-colorado-legislature-tutoring-afterschool-learning-loss-common-core-instruction\" target=\"_blank\" rel=\"noopener\">legislation to offer after-school tutoring in math\u003c/a>, expand teacher training, and encourage schools to choose high-quality math curriculum. State leaders also paid to provide a \u003ca class=\"Link\" href=\"https://co.chalkbeat.org/2023/4/12/23679713/zearn-math-colorado-pandemic-recovery-tutoring\" target=\"_blank\" rel=\"noopener\">digital learning tool called Zearn Math\u003c/a> to Colorado schools.\u003c/p>\n\u003cp>The work that has unfolded at Minnequa over the last five years illustrates how effective instruction can translate into student achievement.\u003c/p>\n\u003cp>Harshman and her colleagues say there’s more to do. While the share of students who are proficient on state math tests has more than tripled to 26% in four years, It’s still below the state average.\u003c/p>\n\u003cp>“We’re not done. We’re still going to keep going,” said Leslie Ortega, a fourth grade math teacher at Minnequa.\u003c/p>\n\u003cp>Still, after the \u003ca class=\"Link\" href=\"https://www.chieftain.com/story/news/education/2019/03/29/teachers-union-head-weighs-in/5583811007/\" target=\"_blank\" rel=\"noopener\">threat of closure\u003c/a>, the school’s progress is gratifying.\u003c/p>\n\u003cp>“It’s been like the light at the end of the tunnel,” Ortega said. “It just shows us what we as a whole school can accomplish.”\u003c/p>\n\u003cp>A few weeks before state tests were given this spring, Harshman stood in the back of a fifth grade classroom watching carefully as the teacher reviewed fractions. She noticed that students weren’t answering in full sentences as they should, and as they would be expected to on parts of the upcoming test. Harshman caught the teacher’s eye, brought her hands together and pulled them apart — a reminder that students needed to stretch out their responses into complete thoughts.\u003c/p>\n\u003cp>“It’s a very silent signal. It’s nothing dramatic,” she said.\u003c/p>\n\u003cp>This kind of real-time coaching — by Harshman, the school’s math coach Christy Vasquez, and outside consultants — has become the norm at Minnequa over the last several years.\u003c/p>\n\u003cp>The idea is to provide on-the-spot feedback through a whispered suggestion, a quick side conversation, or a few minutes of co-teaching so teachers can practice immediately.\u003c/p>\n\u003cp>“I’m not there to be like, ‘Ah-ha! Gotcha!’ I’m just there for support,” said Vasquez, who started as a teacher at Minnequa six years ago and took the math coach job last year.\u003c/p>\n\u003cp>Jeanette Valdez, a fifth grade teacher who grew up in Pueblo and lives just two blocks from Minnequa, said it’s been nerve-wracking at times to have so many people stop into her classroom to observe and coach — sometimes even top district administrators.\u003c/p>\n\u003cp>“I told myself that all they’re there for is to make me better and that’s my whole reason for being a teacher,” she said.\u003c/p>\n\u003cp>All the feedback — a coach was in her classroom practically every day last year — has helped her improve, she said.\u003c/p>\n\u003cp>These days, when students work on math problems independently, she’s in “aggressive monitoring” mode. That means she’s walking through the classroom to watch how students are solving problems and exactly where they’re getting stuck. Previously, she’d watch students work, but wasn’t checking for anything specific.\u003c/p>\n\u003cp>“I had to learn to be all up in their business …. and to really hone in on what it is I’m looking for,” she said. \u003cb> \u003c/b>\u003c/p>\n\u003cp>One of the biggest changes at Minnequa in recent years has been having some teachers in third through fifth grade specialize in math instruction — a practice often called departmentalization.\u003c/p>\n\u003cp>That means teachers like Ortega and Valdez teach math to all the students in their respective grades, while colleagues take on literacy instruction.\u003c/p>\n\u003cp>“I think it’s the best. I really do,” said Ortega. “I’m able to focus on one subject. I’m able to really dig deep into the math data and the math lessons.”\u003c/p>\n\u003cp>She said the switch has also given her more time for planning each day — 80 minutes, up from 40 previously. And while five years ago, she might have spent planning time cleaning her classroom, Ortega said Harshman ushered in a different expectation — that teachers use the time to look at data on each student’s strengths and needs.\u003c/p>\n\u003cp>Alongside the departmental structure, consultants have helped teachers organize their daily math block so students are actively doing math most of the time rather than listening to the teacher. That has meant tweaking the school’s math curriculum, EngageNY, which the school adopted about six years ago when it was rated “red,” the state’s lowest rating.\u003c/p>\n\u003cp>Vasquez, Minnequa’s math coach, said the curriculum is high quality, but contains a lot of material. Consultants for 2Partner helped teachers identify the most critical parts and pare down the program’s long teacher-led lesson introductions.\u003c/p>\n\u003cp>Brianna Mazzella, a consultant with 2Partner who’s worked with Minnequa staff for four years, also dissects Colorado math standards with teachers to ensure they’re covering key pieces and building a solid foundation for the next big skill.\u003c/p>\n\u003cp>In April, she met with a fifth grade teacher to talk about long division, a skill students will be expected to master in sixth grade. They talked about the need in the last month of school to ensure students have a conceptual understanding of what division is, the language of division, and how estimation and knowledge of place values can give meaning to the rote rules that students also learn.\u003c/p>\n\u003cp>Mazzella said she wasn’t surprised by Minnequa’s math growth on state tests or that it earned a green state rating last fall. She knew how much work teachers did and saw the results in student work.\u003c/p>\n\u003cp>With a closure threat like the one Minnequa faced\u003cb>, \u003c/b>she said,\u003cb> \u003c/b>“You either rally or you don’t, and that building rallied.”\u003c/p>\n\u003cp>\u003ci>Ann Schimke is a senior reporter at Chalkbeat, covering early childhood issues and early literacy. Contact Ann at \u003c/i>\u003ca class=\"Link\" href=\"mailto:aschimke@chalkbeat.org\" target=\"_blank\" rel=\"noopener\">\u003ci>aschimke@chalkbeat.org\u003c/i>\u003c/a>\u003ci>.\u003c/i>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"headTitle": "Want to teach quality personal finance classes? Follow the 4 Cs | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Preferential access to concert ticket presales and exclusive entrances at popular venues are just two of the ways credit card companies try to \u003c/span>\u003ca href=\"https://www.nytimes.com/2022/12/24/business/taylor-swift-tour-capital-one.html\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">entice young people to sign up for their first credit card\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Drawn in by benefits such as cash advances, many are not aware of looming consequences like high annual fees or \u003c/span>\u003ca href=\"https://www.forbes.com/advisor/credit-cards/average-credit-card-interest-rate/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">steep interest rates\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on debt. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://money.usnews.com/credit-cards/articles/survey-46-of-students-with-credit-cards-have-debt\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">A 2022 survey\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by U.S. News & World Report found that almost half of college students have credit card debt with nearly a quarter of respondents with debts over $2,000. One way to get kids to swipe their cards more responsibly and make better financial decisions overall is financial education. Students from states with high school financial education requirements were \u003c/span>\u003ca href=\"https://www.nefe.org/_images/research/Effects-of-K-12-Financial-Education-Mandates/Better-Borrowing-Report-MSU-Executive-Summary.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">21% less likely to carry a balance on a credit card during college\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, according to a 2018 economic analysis. Personal finance classes are on the rise with more states making these classes mandatory for graduation. Since 2019, the number of states that guarantee a personal finance course has \u003c/span>\u003ca href=\"https://www.ngpf.org/state-of-financial-education-report/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">tripled from six to 18\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Teachers are eager to teach this course because of the level of engagement they see from their students, because nobody leaves their classroom saying, ‘How am I going to use this in my real life?’ Every day they’re walking out with something that they can bring back to their families or something they can implement in their own lives,” said \u003c/span>\u003ca href=\"https://twitter.com/TRanzetta\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Tim Ranzetta\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, who taught personal finance to high schoolers at Eastside College Prep in California. He co-founded \u003c/span>\u003ca href=\"https://www.ngpf.org/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Next Gen Personal Finance\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (NGPF), a nonprofit organization that provides personal finance curriculum and professional development for middle and high school teachers. Ranzetta recommends that teachers follow the four Cs – current, comprehensive, customizable and curated – to create \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61246/students-want-to-learn-about-personal-financeand-hear-about-adults-money-mistakes\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">effective personal finance classes\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that equip students with the skills needed to manage their finances in the real world.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Current\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">A good personal finance class ensures that students are learning topics relevant to current life, not financial wisdom from a decade ago, according to Ranzetta. “If we’re not talking about current topics, we’re going to lose kids,” he said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Current financial topics that weren’t popular even a few years ago include cryptocurrency and non-fungible tokens (NFTs). Additionally, Ranzetta has seen sports betting become widely available with\u003c/span>\u003ca href=\"https://www.forbes.com/sites/willyakowicz/2023/01/09/where-is-sports-betting-legal-america-2022/?sh=104a5167386b\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\"> nearly half of states now offering online sports betting from mobile phones\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Between\u003c/span>\u003ca href=\"https://www.wsj.com/articles/problem-gambling-is-on-the-rise-among-young-men-11671388600\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\"> 60% and 80% of high school students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> report having gambled for money in the past year, according to the National Council on Problem Gambling. Young men and \u003c/span>\u003ca href=\"https://www.wsj.com/articles/problem-gambling-is-on-the-rise-among-young-men-11671388600\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">teen boys are particularly susceptible\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to gambling and risky behaviors.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ranzetta recommends that teachers incorporate explainers about financial topics in the news into a weekly lesson. For example, Tara Razi, a teacher at San Marcos High School who uses NGPF’s curriculum, brought an article to her personal finance class about “buy now, pay later,” a newly popular payment practice that allows consumers to make a purchase immediately and pay it off in installments. “I always try to keep things relevant and up to date,” she said during a California Department of Education \u003c/span>\u003ca href=\"https://www.facebook.com/watch/live/?ref=watch_permalink&v=899620537677797\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">presentation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on the benefits of financial literacy. “‘Buy now, pay later’ is becoming such a big thing in our society because people are financially hurting post-pandemic with inflation.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, NGPF offers a weekly financial current events quiz game and explainer video called \u003c/span>\u003ca href=\"https://www.ngpf.org/fincap-friday/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">FinCap Friday\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> designed for classroom use.\u003c/span>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"FinCap Friday: A Bank Run is No Fun | Hosted by @missbehelpful\" width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/Ijz9jislLxQ?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Comprehensive\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ranzetta said quality personal finance classes should cover a broad range of topics, including budgeting, investing, credit management and behavioral economics. From their first paycheck at a part-time job to accessing their retirement account, comprehensive financial literacy classes are designed to prepare students to manage money throughout all life stages and career trajectories. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While almost all states have \u003c/span>\u003ca href=\"https://files.consumerfinance.gov/f/201304_cfpb_OFE-Policy-White-Paper-Final.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">adopted content standards\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that include personal finance, they don’t all require teaching the subject. Consequently, financial education can take a backseat to other requirements.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To address this issue, some schools are integrating personal finance education into existing curricula. For example, the K-6 program, \u003c/span>\u003ca href=\"https://everydaymath.uchicago.edu/about/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Everyday Math\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, teaches students how to use math to solve practical financial problems, such as making change and counting with tally marks. At the high school level, standalone financial literacy classes are more common because students are starting to make their own financial decisions. \u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Customizable \u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">In \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0167268121005096#!\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">a randomized control study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> conducted in Italy, students who took an instructor-led financial literacy class and students who took a similar online course showed increased financial literacy compared to a control group. But three months later, the effects persisted only for students in the instructor-led course.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The thing about having 25 students in front of you in a personal finance class is every one of them has had a different experience with money,” said Ranzetta. “Ultimately, we’re shaped by our own experiences.” Ranzetta encourages teachers to tailor financial literacy lessons to their students so they can apply what they know to their real life financial decisions. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For instance, financial literacy education can cater to college-bound students who may not get the support they need at home or at college and career offices. \u003c/span>\u003ca href=\"https://nacacnet.org/wp-content/uploads/2022/10/soca2019_all.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">According to the National Association for College Admission Counseling, only 28% of public schools\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> employ at least one counselor with the exclusive responsibility of college counseling. “There’s a certain percentage of kids who are like, ‘This isn’t for me. I can’t possibly afford this, not recognizing that they may actually qualify for significant amounts of financial aid,” said Ranzetta.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Tara Razi’s students at San Marcos High School can schedule a time to meet with her and get hands-on support with their finances. One student, for example, asked Razi for step-by-step guidance in transferring money from a checking account to a savings account. Additionally, if students feel prepared after the credit management unit and get written permission from their parents, she will walk them through signing up for a credit card. \u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Curated\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students have access to abundant financial information online, but they aren’t always great at \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57665/as-bad-information-spreads-florida-schools-seek-to-teach-digital-literacy\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">recognizing misinformation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “You have access to all the world’s information, which is great, but it’s also a curse,” said Ranzetta. It’s increasingly important to provide financial literacy at school that is based on advice from knowledgeable experts. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.npr.org/2021/07/27/1021262899/finance-money-tips-kids-families-conversations\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Parents are often students’ first financial literacy teachers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. However, \u003c/span>\u003ca href=\"https://www.momentive.ai/en/blog/cnbc-financial-literacy-2022/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">a recent survey by CNBC\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> shows that only 15% of parents said they spoke with their children more than once a week about household finances. “If they’re not getting it from parents and they’re not getting it from schools, they’re getting it from TikTok,” said Ranzetta. “They need to have the foundational knowledge to say, ‘Is this good advice or bad advice?” \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While personal finance classes won’t explicitly tell students exactly what choices to make with their money, quality financial education can help them understand their options.\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Preferential access to concert ticket presales and exclusive entrances at popular venues are just two of the ways credit card companies try to \u003c/span>\u003ca href=\"https://www.nytimes.com/2022/12/24/business/taylor-swift-tour-capital-one.html\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">entice young people to sign up for their first credit card\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Drawn in by benefits such as cash advances, many are not aware of looming consequences like high annual fees or \u003c/span>\u003ca href=\"https://www.forbes.com/advisor/credit-cards/average-credit-card-interest-rate/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">steep interest rates\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on debt. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://money.usnews.com/credit-cards/articles/survey-46-of-students-with-credit-cards-have-debt\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">A 2022 survey\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by U.S. News & World Report found that almost half of college students have credit card debt with nearly a quarter of respondents with debts over $2,000. One way to get kids to swipe their cards more responsibly and make better financial decisions overall is financial education. Students from states with high school financial education requirements were \u003c/span>\u003ca href=\"https://www.nefe.org/_images/research/Effects-of-K-12-Financial-Education-Mandates/Better-Borrowing-Report-MSU-Executive-Summary.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">21% less likely to carry a balance on a credit card during college\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, according to a 2018 economic analysis. Personal finance classes are on the rise with more states making these classes mandatory for graduation. Since 2019, the number of states that guarantee a personal finance course has \u003c/span>\u003ca href=\"https://www.ngpf.org/state-of-financial-education-report/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">tripled from six to 18\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Teachers are eager to teach this course because of the level of engagement they see from their students, because nobody leaves their classroom saying, ‘How am I going to use this in my real life?’ Every day they’re walking out with something that they can bring back to their families or something they can implement in their own lives,” said \u003c/span>\u003ca href=\"https://twitter.com/TRanzetta\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Tim Ranzetta\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, who taught personal finance to high schoolers at Eastside College Prep in California. He co-founded \u003c/span>\u003ca href=\"https://www.ngpf.org/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Next Gen Personal Finance\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (NGPF), a nonprofit organization that provides personal finance curriculum and professional development for middle and high school teachers. Ranzetta recommends that teachers follow the four Cs – current, comprehensive, customizable and curated – to create \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61246/students-want-to-learn-about-personal-financeand-hear-about-adults-money-mistakes\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">effective personal finance classes\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that equip students with the skills needed to manage their finances in the real world.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Current\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">A good personal finance class ensures that students are learning topics relevant to current life, not financial wisdom from a decade ago, according to Ranzetta. “If we’re not talking about current topics, we’re going to lose kids,” he said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Current financial topics that weren’t popular even a few years ago include cryptocurrency and non-fungible tokens (NFTs). Additionally, Ranzetta has seen sports betting become widely available with\u003c/span>\u003ca href=\"https://www.forbes.com/sites/willyakowicz/2023/01/09/where-is-sports-betting-legal-america-2022/?sh=104a5167386b\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\"> nearly half of states now offering online sports betting from mobile phones\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Between\u003c/span>\u003ca href=\"https://www.wsj.com/articles/problem-gambling-is-on-the-rise-among-young-men-11671388600\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\"> 60% and 80% of high school students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> report having gambled for money in the past year, according to the National Council on Problem Gambling. Young men and \u003c/span>\u003ca href=\"https://www.wsj.com/articles/problem-gambling-is-on-the-rise-among-young-men-11671388600\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">teen boys are particularly susceptible\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to gambling and risky behaviors.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ranzetta recommends that teachers incorporate explainers about financial topics in the news into a weekly lesson. For example, Tara Razi, a teacher at San Marcos High School who uses NGPF’s curriculum, brought an article to her personal finance class about “buy now, pay later,” a newly popular payment practice that allows consumers to make a purchase immediately and pay it off in installments. “I always try to keep things relevant and up to date,” she said during a California Department of Education \u003c/span>\u003ca href=\"https://www.facebook.com/watch/live/?ref=watch_permalink&v=899620537677797\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">presentation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on the benefits of financial literacy. “‘Buy now, pay later’ is becoming such a big thing in our society because people are financially hurting post-pandemic with inflation.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, NGPF offers a weekly financial current events quiz game and explainer video called \u003c/span>\u003ca href=\"https://www.ngpf.org/fincap-friday/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">FinCap Friday\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> designed for classroom use.\u003c/span>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"FinCap Friday: A Bank Run is No Fun | Hosted by @missbehelpful\" width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/Ijz9jislLxQ?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Comprehensive\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ranzetta said quality personal finance classes should cover a broad range of topics, including budgeting, investing, credit management and behavioral economics. From their first paycheck at a part-time job to accessing their retirement account, comprehensive financial literacy classes are designed to prepare students to manage money throughout all life stages and career trajectories. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While almost all states have \u003c/span>\u003ca href=\"https://files.consumerfinance.gov/f/201304_cfpb_OFE-Policy-White-Paper-Final.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">adopted content standards\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that include personal finance, they don’t all require teaching the subject. Consequently, financial education can take a backseat to other requirements.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To address this issue, some schools are integrating personal finance education into existing curricula. For example, the K-6 program, \u003c/span>\u003ca href=\"https://everydaymath.uchicago.edu/about/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Everyday Math\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, teaches students how to use math to solve practical financial problems, such as making change and counting with tally marks. At the high school level, standalone financial literacy classes are more common because students are starting to make their own financial decisions. \u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Customizable \u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">In \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0167268121005096#!\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">a randomized control study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> conducted in Italy, students who took an instructor-led financial literacy class and students who took a similar online course showed increased financial literacy compared to a control group. But three months later, the effects persisted only for students in the instructor-led course.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The thing about having 25 students in front of you in a personal finance class is every one of them has had a different experience with money,” said Ranzetta. “Ultimately, we’re shaped by our own experiences.” Ranzetta encourages teachers to tailor financial literacy lessons to their students so they can apply what they know to their real life financial decisions. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For instance, financial literacy education can cater to college-bound students who may not get the support they need at home or at college and career offices. \u003c/span>\u003ca href=\"https://nacacnet.org/wp-content/uploads/2022/10/soca2019_all.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">According to the National Association for College Admission Counseling, only 28% of public schools\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> employ at least one counselor with the exclusive responsibility of college counseling. “There’s a certain percentage of kids who are like, ‘This isn’t for me. I can’t possibly afford this, not recognizing that they may actually qualify for significant amounts of financial aid,” said Ranzetta.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Tara Razi’s students at San Marcos High School can schedule a time to meet with her and get hands-on support with their finances. One student, for example, asked Razi for step-by-step guidance in transferring money from a checking account to a savings account. Additionally, if students feel prepared after the credit management unit and get written permission from their parents, she will walk them through signing up for a credit card. \u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Curated\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students have access to abundant financial information online, but they aren’t always great at \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57665/as-bad-information-spreads-florida-schools-seek-to-teach-digital-literacy\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">recognizing misinformation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “You have access to all the world’s information, which is great, but it’s also a curse,” said Ranzetta. It’s increasingly important to provide financial literacy at school that is based on advice from knowledgeable experts. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.npr.org/2021/07/27/1021262899/finance-money-tips-kids-families-conversations\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Parents are often students’ first financial literacy teachers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. However, \u003c/span>\u003ca href=\"https://www.momentive.ai/en/blog/cnbc-financial-literacy-2022/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">a recent survey by CNBC\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> shows that only 15% of parents said they spoke with their children more than once a week about household finances. “If they’re not getting it from parents and they’re not getting it from schools, they’re getting it from TikTok,” said Ranzetta. “They need to have the foundational knowledge to say, ‘Is this good advice or bad advice?” \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While personal finance classes won’t explicitly tell students exactly what choices to make with their money, quality financial education can help them understand their options.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Can you imagine a class where students have uninterrupted time to play, dream and create with their peers? Giving students the room to be curious and imaginative is fundamental to building what former math and science teacher \u003c/span>\u003ca href=\"https://twitter.com/chrisemdin\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Christopher Emdin\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> calls a dream culture. “If you give young people the space and time to play and dream, something is activated within them that supports them in every facet of their lives,” said Emdin, who is an education professor at the University of Southern California. He’s a firm believer that a dream culture is key to deepening students’ engagement and sense of belonging in science, technology, engineering and math (STEM) disciplines. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students who are girls, Black and Latinx are likely to experience doubts about their STEM abilities due to the lack of diversity in these fields. \u003c/span>\u003ca href=\"https://www.pewresearch.org/science/2021/04/01/stem-jobs-see-uneven-progress-in-increasing-gender-racial-and-ethnic-diversity/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">According to Pew Research Center\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Black and Latinx people are underrepresented in STEM jobs. And while women make up half of the STEM workforce, they remain underrepresented in various professions, including computer and engineering jobs. Emdin’s book \u003c/span>\u003ca href=\"https://leadered.com/publications/stemsteammakedream/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">“STEM, STEAM, Make, Dream”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> outlines how teachers can make STEM education more inclusive, support students in reimagining their relationship to STEM subjects and help their learners become better dreamers. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Show that STEM is subjective\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">STEM, a concept popularized in the early 2000s, merges together four powerful areas of study, and schools have increasingly sought to prepare students to pursue careers in these fields. Teachers may see objectivity and cold hard facts as the best way to promote rigor in STEM learning, but Emdin thinks this perspective is limiting because it does not acknowledge that life experiences and perspectives shape scientific inquiry. “To be objective is to be at a place of detachment from the human experience,” writes Emdin in his book. “It’s being at a place where one is not connected to how people feel or experience this world.” \u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm/?e=KQINC2735658390&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Recognizing subjectivity in STEM can make it more culturally relevant to students. Teachers who want to embrace STEM’s subjectivity can acknowledge that many cultures have STEM traditions that may not be included in textbooks. Additionally, women’s contributions to STEM \u003c/span>\u003ca href=\"https://www.pbs.org/video/the-secret-of-life-1633038089/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">have been largely erased\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Emdin told MindShift that centering diverse people’s scientific and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54983/10-nonfiction-childrens-books-that-humanize-mathematics\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">mathematical discoveries\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> reveals how bias has long been a part of the discipline and invites students to connect to a more robust picture of STEM.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Subjectivity means knowing who you are, where you are, where you’ve been within [STEM], and then bringing that to the discipline to help the discipline heal from its missteps historically,” said Emdin. In his book, he spotlights \u003c/span>\u003ca href=\"https://mariobenabe.com/bio/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">math educator Mario Benabe\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, who teaches high school students about \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=SEiTHJdNAg4\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">indigenous methods for measurement and calculation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and ethnomathematician Ron Eglash, who \u003c/span>\u003ca href=\"https://csdt.org/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">created lesson plans about the math principles involved in cornrow hair braiding\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"Indigenous Mathematics\" width=\"640\" height=\"480\" src=\"https://www.youtube.com/embed/SEiTHJdNAg4?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003ch2>\u003cb>Embrace emotions in the scientific process\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Emotions might not be the first things that come to mind when one thinks about STEM education. However, putting emphasis on feelings over facts can give students permission to bring their authentic selves to STEM classes. “For teachers with the goal to connect learners to STEM, the emotions that either exist or do not exist are essential to understand,” Emdin writes. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For example, if a student feels frustrated because they’re struggling to balance an equation, teachers can reassure them that big feelings are \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60603/project-based-learning-can-make-students-anxious-and-thats-not-always-a-bad-thing\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">natural when solving tough problems\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Teachers may say that being frustrated doesn’t mean that they are not smart enough or that STEM is too hard for them. It could mean that they identified an area where they need more support, information or practice. \u003c/span>\u003ca href=\"https://onlinelibrary.wiley.com/doi/10.1111/j.1751-228X.2007.00004.x\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> shows that \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/45201/why-emotions-are-integral-to-learning\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">emotions can lead to deeper learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and enable students to access their passion for academic subjects. If a student is feeling apathetic, they may be communicating that they need more culturally relevant examples to stoke their interest and help them feel more invested.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s not demeaning or anti-rigorous for you to begin conversations around STEM with emotion,” said Emdin. “We can teach that way and still get our intellectual rigor and academic heft.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>See students as scientists \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students remember their bad experiences with learning STEM, which can lead to \u003ca href=\"https://www.kqed.org/mindshift/59420/why-students-say-stem-is-hard-and-what-educators-can-do-about-it\" target=\"_blank\" rel=\"noopener\">feelings of disconnection or fear\u003c/a>. “I’ve seen children in sixth grade who, when introduced to a scientific algebraic formula, will literally shrink in their seats and break out in sweats,” Emdin said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To help young people develop a positive STEM identity, he recommends that teachers point out students’ science-mindedness, which is “the skills, traits, attributes and dispositions of the most prolific and brilliant scientists and mathematicians of our time.” Instead of focusing on a student’s content knowledge or rote memorization, teachers can uplift skills that students are using all the time in social interactions and hobbies. For instance, a teacher might notice and compliment a child’s keen observation skills, analytical nature or the questions they pose. Then, teachers can note how well-known experts in STEM have these same traits. For example, they might mention that the way a student asks questions reminds them of Nobel Prize-winning physicist \u003ca href=\"https://www.nobelprize.org/prizes/physics/1922/bohr/biographical/\" target=\"_blank\" rel=\"noopener\">Niels Bohr\u003c/a>.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“You start attaching their inherent characteristics that they’ve used to form their identity with STEM. And slowly you build upon those inherent strengths, and then you introduce more in-depth scientific skills,” said Emdin. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5969448/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> shows that adding an arts component to STEM education, also known as STEAM, can provide another avenue for students to find their identities within these subjects. “The arts are the essence of our collective humanity that awakens us to our best selves,” said Emdin, who also serves as the \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=SyDaOJuCb3I\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">scholar/griot in residence\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> at the Lincoln Center for Performing Arts and is the creator of \u003c/span>\u003ca href=\"https://hiphoped.com/science-genius/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Science Genius\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a program that explores hip hop and science.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">He also encourages educators to expand the “A” in STEAM to include two more words: ancestry, which invites students to consider cultural contributions to science, and authenticity, which examines how students can bring their full selves to scientific inquiry. “It’s essential for us to be able to deconstruct [STEAM] and then reconstruct it in ways that are more inclusive, more diverse, and more honoring of indigenous knowledge, of traditional knowledges and localized knowledges,” he said.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Dreaming can be powerful and transformative. When students have a strong STEM identity, they’re able to dream about themselves and the world in ways that weren’t possible before. “I think we need to offer that luxury to young people. Time should not just be an affordance of those who are privileged,” Emdin said. “Poor folks, Black and brown folks, and marginalized folks need to have the luxury of time to play and time to dream.”\u003c/span>\u003c/p>\n\n",
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"title": "How To Create a STEM Dream Culture for All Students | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Can you imagine a class where students have uninterrupted time to play, dream and create with their peers? Giving students the room to be curious and imaginative is fundamental to building what former math and science teacher \u003c/span>\u003ca href=\"https://twitter.com/chrisemdin\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Christopher Emdin\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> calls a dream culture. “If you give young people the space and time to play and dream, something is activated within them that supports them in every facet of their lives,” said Emdin, who is an education professor at the University of Southern California. He’s a firm believer that a dream culture is key to deepening students’ engagement and sense of belonging in science, technology, engineering and math (STEM) disciplines. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students who are girls, Black and Latinx are likely to experience doubts about their STEM abilities due to the lack of diversity in these fields. \u003c/span>\u003ca href=\"https://www.pewresearch.org/science/2021/04/01/stem-jobs-see-uneven-progress-in-increasing-gender-racial-and-ethnic-diversity/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">According to Pew Research Center\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Black and Latinx people are underrepresented in STEM jobs. And while women make up half of the STEM workforce, they remain underrepresented in various professions, including computer and engineering jobs. Emdin’s book \u003c/span>\u003ca href=\"https://leadered.com/publications/stemsteammakedream/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">“STEM, STEAM, Make, Dream”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> outlines how teachers can make STEM education more inclusive, support students in reimagining their relationship to STEM subjects and help their learners become better dreamers. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Show that STEM is subjective\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">STEM, a concept popularized in the early 2000s, merges together four powerful areas of study, and schools have increasingly sought to prepare students to pursue careers in these fields. Teachers may see objectivity and cold hard facts as the best way to promote rigor in STEM learning, but Emdin thinks this perspective is limiting because it does not acknowledge that life experiences and perspectives shape scientific inquiry. “To be objective is to be at a place of detachment from the human experience,” writes Emdin in his book. “It’s being at a place where one is not connected to how people feel or experience this world.” \u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm/?e=KQINC2735658390&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Recognizing subjectivity in STEM can make it more culturally relevant to students. Teachers who want to embrace STEM’s subjectivity can acknowledge that many cultures have STEM traditions that may not be included in textbooks. Additionally, women’s contributions to STEM \u003c/span>\u003ca href=\"https://www.pbs.org/video/the-secret-of-life-1633038089/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">have been largely erased\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Emdin told MindShift that centering diverse people’s scientific and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54983/10-nonfiction-childrens-books-that-humanize-mathematics\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">mathematical discoveries\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> reveals how bias has long been a part of the discipline and invites students to connect to a more robust picture of STEM.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Subjectivity means knowing who you are, where you are, where you’ve been within [STEM], and then bringing that to the discipline to help the discipline heal from its missteps historically,” said Emdin. In his book, he spotlights \u003c/span>\u003ca href=\"https://mariobenabe.com/bio/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">math educator Mario Benabe\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, who teaches high school students about \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=SEiTHJdNAg4\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">indigenous methods for measurement and calculation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and ethnomathematician Ron Eglash, who \u003c/span>\u003ca href=\"https://csdt.org/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">created lesson plans about the math principles involved in cornrow hair braiding\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"Indigenous Mathematics\" width=\"640\" height=\"480\" src=\"https://www.youtube.com/embed/SEiTHJdNAg4?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003ch2>\u003cb>Embrace emotions in the scientific process\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Emotions might not be the first things that come to mind when one thinks about STEM education. However, putting emphasis on feelings over facts can give students permission to bring their authentic selves to STEM classes. “For teachers with the goal to connect learners to STEM, the emotions that either exist or do not exist are essential to understand,” Emdin writes. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For example, if a student feels frustrated because they’re struggling to balance an equation, teachers can reassure them that big feelings are \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60603/project-based-learning-can-make-students-anxious-and-thats-not-always-a-bad-thing\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">natural when solving tough problems\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Teachers may say that being frustrated doesn’t mean that they are not smart enough or that STEM is too hard for them. It could mean that they identified an area where they need more support, information or practice. \u003c/span>\u003ca href=\"https://onlinelibrary.wiley.com/doi/10.1111/j.1751-228X.2007.00004.x\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> shows that \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/45201/why-emotions-are-integral-to-learning\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">emotions can lead to deeper learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and enable students to access their passion for academic subjects. If a student is feeling apathetic, they may be communicating that they need more culturally relevant examples to stoke their interest and help them feel more invested.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s not demeaning or anti-rigorous for you to begin conversations around STEM with emotion,” said Emdin. “We can teach that way and still get our intellectual rigor and academic heft.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>See students as scientists \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students remember their bad experiences with learning STEM, which can lead to \u003ca href=\"https://www.kqed.org/mindshift/59420/why-students-say-stem-is-hard-and-what-educators-can-do-about-it\" target=\"_blank\" rel=\"noopener\">feelings of disconnection or fear\u003c/a>. “I’ve seen children in sixth grade who, when introduced to a scientific algebraic formula, will literally shrink in their seats and break out in sweats,” Emdin said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To help young people develop a positive STEM identity, he recommends that teachers point out students’ science-mindedness, which is “the skills, traits, attributes and dispositions of the most prolific and brilliant scientists and mathematicians of our time.” Instead of focusing on a student’s content knowledge or rote memorization, teachers can uplift skills that students are using all the time in social interactions and hobbies. For instance, a teacher might notice and compliment a child’s keen observation skills, analytical nature or the questions they pose. Then, teachers can note how well-known experts in STEM have these same traits. For example, they might mention that the way a student asks questions reminds them of Nobel Prize-winning physicist \u003ca href=\"https://www.nobelprize.org/prizes/physics/1922/bohr/biographical/\" target=\"_blank\" rel=\"noopener\">Niels Bohr\u003c/a>.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“You start attaching their inherent characteristics that they’ve used to form their identity with STEM. And slowly you build upon those inherent strengths, and then you introduce more in-depth scientific skills,” said Emdin. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5969448/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> shows that adding an arts component to STEM education, also known as STEAM, can provide another avenue for students to find their identities within these subjects. “The arts are the essence of our collective humanity that awakens us to our best selves,” said Emdin, who also serves as the \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=SyDaOJuCb3I\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">scholar/griot in residence\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> at the Lincoln Center for Performing Arts and is the creator of \u003c/span>\u003ca href=\"https://hiphoped.com/science-genius/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Science Genius\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a program that explores hip hop and science.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">He also encourages educators to expand the “A” in STEAM to include two more words: ancestry, which invites students to consider cultural contributions to science, and authenticity, which examines how students can bring their full selves to scientific inquiry. “It’s essential for us to be able to deconstruct [STEAM] and then reconstruct it in ways that are more inclusive, more diverse, and more honoring of indigenous knowledge, of traditional knowledges and localized knowledges,” he said.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Dreaming can be powerful and transformative. When students have a strong STEM identity, they’re able to dream about themselves and the world in ways that weren’t possible before. “I think we need to offer that luxury to young people. Time should not just be an affordance of those who are privileged,” Emdin said. “Poor folks, Black and brown folks, and marginalized folks need to have the luxury of time to play and time to dream.”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "How to Structure Academic Math Conversations to Support English Learners",
"headTitle": "How to Structure Academic Math Conversations to Support English Learners | KQED",
"content": "\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Excerpted from “\u003c/span>\u003c/i>\u003ca href=\"http://www.johnseidlitz.com/Teaching-Math-to-English-Learners-100040.htm?categoryId=-1\" target=\"_blank\" rel=\"noopener noreferrer\">\u003ci>\u003cspan style=\"font-weight: 400\">Teaching Math to English Learners\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">” by Adrian Mendoza with Tina Beene. Published by Seidlitz Education, 2022.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Embracing academic conversations in the math classroom becomes routine when teachers intentionally prepare content-based linguistic supports to guide and scaffold language. These opportunities for language are important because verbalizing thinking helps students with sense- making, analysis, and reasoning. When students process and engage in sharing, they gain problem-solving perspectives and address misconceptions or incompleteness in their ideas more than if they worked independently (Webb et al., 2014).\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignright wp-image-60172 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/teachingmathtoenglishlearners.jpeg\" alt=\"Teaching Math to English Learners book cover\" width=\"229\" height=\"330\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/teachingmathtoenglishlearners.jpeg 229w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/teachingmathtoenglishlearners-160x231.jpeg 160w\" sizes=\"(max-width: 229px) 100vw, 229px\">Structured conversations in a math classroom are especially crucial when teaching English learners (ELs) or students who may feel frustrated or anxious when classmates’ responses to questions bypass the problem-solving process and skip to the solution. When the EL has a different, viable perspective, they might struggle to communicate. There is still a misconception that the first to respond is smarter than the rest, leaving slower students with a feeling of failure or a self-perception that math is not for them. On the contrary, some of the best responses come from students who think carefully about the process they used to formulate an answer, but students must be reminded of this. In fact, some of the best mathematicians are slow thinkers (Boaler, 2015).\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When providing structured conversations in math classrooms, equity also comes into play. We ensure that every student can engage in learning experiences as we provide them with academic, cognitive, linguistic, and affective support. Academic conversations are an essential component, as they directly affect reading and writing. The more structured opportunities students have to talk and process mathematical ideas, the better readers and writers they will become.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As a former instructional coach in a school district, one of my goals was to identify what I call “ghost students,” or students who almost never give answers even though teachers want them to speak. These students often go from class to class and never practice academic English, much less the language of mathematics. Once I knew who these “ghost students” were, I intentionally created support systems to ensure 100 percent participation. This support provided all students with language learning opportunities during math lessons and held them accountable. Some strategies that assist with total participation include the use of sentence stems, word banks, visuals, total response signals, and student randomization and rotation.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60105\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-60105\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/ProficiencyAccommodationsChart-scaled-e1667775311677.jpg\" alt=\"\" width=\"1920\" height=\"854\">\u003cfigcaption class=\"wp-caption-text\">Table describing how to modify instruction for different levels of English fluency. \u003ccite>(Courtesy of Seidlitz Education.)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch2>\u003cb>Conversations in Math\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Conversations in Math is a routine designed to provide opportunities for students to share their mathematical ideas, much like \u003c/span>\u003ca href=\"https://www.heinemann.com/products/e13748.aspx\">\u003cspan style=\"font-weight: 400\">Parrish’s Number Talks\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (2014). The difference is that the structure has a language focus, and students gain access to language by discussing their strategies for solving a problem and explaining the reasoning behind their work.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Conversations in Math can be applied using the \u003c/span>\u003ca href=\"https://seidlitzblog.org/2019/03/27/qsssa-more-than-turn-talk/\">\u003cspan style=\"font-weight: 400\">QSSSA strategy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (Seidlitz & Perryman, 2021) to help students generate strategic approaches to problem-solving. This strategy helps students use new academic language during conversation. The teacher asks the essential question that will be addressed in the conversation. Students show a signal when they are ready to respond and are given a sentence stem to use for their response. After sharing with a partner, students are chosen randomly to share with their own group.\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cb>Question: \u003c/b>\u003cspan style=\"font-weight: 400\">Present class with a problem. Ask the class a question seeking ideas about solving the math problem. \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Example: “What is one way to find the product of 48 x 25?”\u003c/span>\u003c/i>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Signal:\u003c/b>\u003cspan style=\"font-weight: 400\"> Provide thinking time while students work on the math problem. Ask students to give you a response signal when they are ready to answer the question. \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Example: Thumbs up on your chest when you have a response.\u003c/span>\u003c/i>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Stem: \u003c/b>\u003cspan style=\"font-weight: 400\">Provide sentence stems to get the students ready to share their ideas. “\u003c/span>In my head, I saw…” “My first step was…” “I noticed” “One way to solve the problem is…” \u003ci>Example: One way to find the product of 48 x 25 is …\u003c/i>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Share: \u003c/b>\u003cspan style=\"font-weight: 400\">Have students share their responses with other students in pairs, triads, or groups. \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Example: Have students share with their elbow partner.\u003c/span>\u003c/i>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Assess: \u003c/b>\u003cspan style=\"font-weight: 400\">Determine the quality of student discussions and the level of understanding by randomly selecting students to share aloud or by having all students write their responses. \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Example: Randomize to call on four students and hear their ideas.\u003c/span>\u003c/i>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">An anchor chart, using three or four student ideas per class period with their names, is encouraged. Record the ideas to create a visual for the class.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60106\" class=\"wp-caption alignnone\" style=\"max-width: 2354px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-60106\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/48x25chart.jpg\" alt=\"\" width=\"2354\" height=\"1864\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/48x25chart.jpg 2354w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/48x25chart-800x633.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/48x25chart-1020x808.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/48x25chart-160x127.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/48x25chart-768x608.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/48x25chart-1536x1216.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/48x25chart-2048x1622.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/48x25chart-1920x1520.jpg 1920w\" sizes=\"(max-width: 2354px) 100vw, 2354px\">\u003cfigcaption class=\"wp-caption-text\">Example of an anchor chart for a math problem. \u003ccite>(Courtesy of Seidlitz Education.)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>\u003ca href=\"https://twitter.com/adrianmendozaed\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignleft wp-image-60181\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Adrian-Mendoza-800x824.jpg\" alt=\"Adrian Mendoza\" width=\"150\" height=\"155\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Adrian-Mendoza-800x824.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Adrian-Mendoza-1020x1051.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Adrian-Mendoza-160x165.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Adrian-Mendoza-768x791.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Adrian-Mendoza-1491x1536.jpg 1491w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Adrian-Mendoza-1988x2048.jpg 1988w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Adrian-Mendoza-1920x1978.jpg 1920w\" sizes=\"(max-width: 150px) 100vw, 150px\">Adrian Mendoza\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a consultant with Seidlitz Education, providing professional development to educators in the areas of bilingual education, math and student engagement. Adrian previously worked as an instructional math coach in San Marcos CISD and has a master’s degree in educational leadership from Texas State University.\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignleft wp-image-60176\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Tina-Beene-800x824.jpg\" alt=\"Tina Beene\" width=\"150\" height=\"155\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Tina-Beene-800x824.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Tina-Beene-1020x1051.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Tina-Beene-160x165.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Tina-Beene-768x791.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Tina-Beene-1491x1536.jpg 1491w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Tina-Beene-1988x2048.jpg 1988w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Tina-Beene-1920x1978.jpg 1920w\" sizes=\"(max-width: 150px) 100vw, 150px\">Tina Beene is a consultant with Seidlitz Education. She is the author of \u003c/span>\u003ca href=\"http://www.johnseidlitz.com/Teaching-Social-Studies-to-ELLs-900001.htm\">\u003cspan style=\"font-weight: 400\">Teaching Social Studies to ELLs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and co-author of \u003c/span>\u003ca href=\"http://www.johnseidlitz.com/Teaching-Science-to-ELs-900015.htm\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Teaching Science to English Learners\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> with Stephen Fleenor. Before joining the Seidlitz team, she was a bilingual teacher, campus instructional coach and district program coordinator in North Texas. Tina has a bachelor’s degree in international studies with a focus on Latin American economies from Texas A&M and a master’s in education with reading specialist certification from Texas Wesleyan University.\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"excerpt": "In “Teaching Math to English Learners,” Adrian Mendoza and Tina Beene write that linguistic supports are especially important in math class.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Excerpted from “\u003c/span>\u003c/i>\u003ca href=\"http://www.johnseidlitz.com/Teaching-Math-to-English-Learners-100040.htm?categoryId=-1\" target=\"_blank\" rel=\"noopener noreferrer\">\u003ci>\u003cspan style=\"font-weight: 400\">Teaching Math to English Learners\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">” by Adrian Mendoza with Tina Beene. Published by Seidlitz Education, 2022.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Embracing academic conversations in the math classroom becomes routine when teachers intentionally prepare content-based linguistic supports to guide and scaffold language. These opportunities for language are important because verbalizing thinking helps students with sense- making, analysis, and reasoning. When students process and engage in sharing, they gain problem-solving perspectives and address misconceptions or incompleteness in their ideas more than if they worked independently (Webb et al., 2014).\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignright wp-image-60172 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/teachingmathtoenglishlearners.jpeg\" alt=\"Teaching Math to English Learners book cover\" width=\"229\" height=\"330\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/teachingmathtoenglishlearners.jpeg 229w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/teachingmathtoenglishlearners-160x231.jpeg 160w\" sizes=\"(max-width: 229px) 100vw, 229px\">Structured conversations in a math classroom are especially crucial when teaching English learners (ELs) or students who may feel frustrated or anxious when classmates’ responses to questions bypass the problem-solving process and skip to the solution. When the EL has a different, viable perspective, they might struggle to communicate. There is still a misconception that the first to respond is smarter than the rest, leaving slower students with a feeling of failure or a self-perception that math is not for them. On the contrary, some of the best responses come from students who think carefully about the process they used to formulate an answer, but students must be reminded of this. In fact, some of the best mathematicians are slow thinkers (Boaler, 2015).\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When providing structured conversations in math classrooms, equity also comes into play. We ensure that every student can engage in learning experiences as we provide them with academic, cognitive, linguistic, and affective support. Academic conversations are an essential component, as they directly affect reading and writing. The more structured opportunities students have to talk and process mathematical ideas, the better readers and writers they will become.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As a former instructional coach in a school district, one of my goals was to identify what I call “ghost students,” or students who almost never give answers even though teachers want them to speak. These students often go from class to class and never practice academic English, much less the language of mathematics. Once I knew who these “ghost students” were, I intentionally created support systems to ensure 100 percent participation. This support provided all students with language learning opportunities during math lessons and held them accountable. Some strategies that assist with total participation include the use of sentence stems, word banks, visuals, total response signals, and student randomization and rotation.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60105\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-60105\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/ProficiencyAccommodationsChart-scaled-e1667775311677.jpg\" alt=\"\" width=\"1920\" height=\"854\">\u003cfigcaption class=\"wp-caption-text\">Table describing how to modify instruction for different levels of English fluency. \u003ccite>(Courtesy of Seidlitz Education.)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch2>\u003cb>Conversations in Math\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Conversations in Math is a routine designed to provide opportunities for students to share their mathematical ideas, much like \u003c/span>\u003ca href=\"https://www.heinemann.com/products/e13748.aspx\">\u003cspan style=\"font-weight: 400\">Parrish’s Number Talks\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (2014). The difference is that the structure has a language focus, and students gain access to language by discussing their strategies for solving a problem and explaining the reasoning behind their work.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Conversations in Math can be applied using the \u003c/span>\u003ca href=\"https://seidlitzblog.org/2019/03/27/qsssa-more-than-turn-talk/\">\u003cspan style=\"font-weight: 400\">QSSSA strategy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (Seidlitz & Perryman, 2021) to help students generate strategic approaches to problem-solving. This strategy helps students use new academic language during conversation. The teacher asks the essential question that will be addressed in the conversation. Students show a signal when they are ready to respond and are given a sentence stem to use for their response. After sharing with a partner, students are chosen randomly to share with their own group.\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cb>Question: \u003c/b>\u003cspan style=\"font-weight: 400\">Present class with a problem. Ask the class a question seeking ideas about solving the math problem. \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Example: “What is one way to find the product of 48 x 25?”\u003c/span>\u003c/i>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Signal:\u003c/b>\u003cspan style=\"font-weight: 400\"> Provide thinking time while students work on the math problem. Ask students to give you a response signal when they are ready to answer the question. \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Example: Thumbs up on your chest when you have a response.\u003c/span>\u003c/i>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Stem: \u003c/b>\u003cspan style=\"font-weight: 400\">Provide sentence stems to get the students ready to share their ideas. “\u003c/span>In my head, I saw…” “My first step was…” “I noticed” “One way to solve the problem is…” \u003ci>Example: One way to find the product of 48 x 25 is …\u003c/i>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Share: \u003c/b>\u003cspan style=\"font-weight: 400\">Have students share their responses with other students in pairs, triads, or groups. \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Example: Have students share with their elbow partner.\u003c/span>\u003c/i>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Assess: \u003c/b>\u003cspan style=\"font-weight: 400\">Determine the quality of student discussions and the level of understanding by randomly selecting students to share aloud or by having all students write their responses. \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Example: Randomize to call on four students and hear their ideas.\u003c/span>\u003c/i>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">An anchor chart, using three or four student ideas per class period with their names, is encouraged. Record the ideas to create a visual for the class.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60106\" class=\"wp-caption alignnone\" style=\"max-width: 2354px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-60106\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/48x25chart.jpg\" alt=\"\" width=\"2354\" height=\"1864\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/48x25chart.jpg 2354w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/48x25chart-800x633.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/48x25chart-1020x808.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/48x25chart-160x127.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/48x25chart-768x608.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/48x25chart-1536x1216.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/48x25chart-2048x1622.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/48x25chart-1920x1520.jpg 1920w\" sizes=\"(max-width: 2354px) 100vw, 2354px\">\u003cfigcaption class=\"wp-caption-text\">Example of an anchor chart for a math problem. \u003ccite>(Courtesy of Seidlitz Education.)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>\u003ca href=\"https://twitter.com/adrianmendozaed\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignleft wp-image-60181\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Adrian-Mendoza-800x824.jpg\" alt=\"Adrian Mendoza\" width=\"150\" height=\"155\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Adrian-Mendoza-800x824.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Adrian-Mendoza-1020x1051.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Adrian-Mendoza-160x165.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Adrian-Mendoza-768x791.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Adrian-Mendoza-1491x1536.jpg 1491w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Adrian-Mendoza-1988x2048.jpg 1988w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Adrian-Mendoza-1920x1978.jpg 1920w\" sizes=\"(max-width: 150px) 100vw, 150px\">Adrian Mendoza\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a consultant with Seidlitz Education, providing professional development to educators in the areas of bilingual education, math and student engagement. Adrian previously worked as an instructional math coach in San Marcos CISD and has a master’s degree in educational leadership from Texas State University.\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignleft wp-image-60176\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Tina-Beene-800x824.jpg\" alt=\"Tina Beene\" width=\"150\" height=\"155\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Tina-Beene-800x824.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Tina-Beene-1020x1051.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Tina-Beene-160x165.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Tina-Beene-768x791.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Tina-Beene-1491x1536.jpg 1491w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Tina-Beene-1988x2048.jpg 1988w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Tina-Beene-1920x1978.jpg 1920w\" sizes=\"(max-width: 150px) 100vw, 150px\">Tina Beene is a consultant with Seidlitz Education. She is the author of \u003c/span>\u003ca href=\"http://www.johnseidlitz.com/Teaching-Social-Studies-to-ELLs-900001.htm\">\u003cspan style=\"font-weight: 400\">Teaching Social Studies to ELLs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and co-author of \u003c/span>\u003ca href=\"http://www.johnseidlitz.com/Teaching-Science-to-ELs-900015.htm\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Teaching Science to English Learners\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> with Stephen Fleenor. Before joining the Seidlitz team, she was a bilingual teacher, campus instructional coach and district program coordinator in North Texas. Tina has a bachelor’s degree in international studies with a focus on Latin American economies from Texas A&M and a master’s in education with reading specialist certification from Texas Wesleyan University.\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Using “Dear Math” letters to overcome dread in math class",
"headTitle": "Using “Dear Math” letters to overcome dread in math class | KQED",
"content": "\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Excerpted from \u003c/span>\u003c/i>\u003ca href=\"https://www.10publications.com/dear-math\">\u003cspan style=\"font-weight: 400\">Dear Math: Why Kids Hate Math And What Teachers Can Do About It \u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">by Sarah Strong and Gigi Butterfield. Published by Times 10 Publications.\u003c/span>\u003c/i>\u003c/p>\n\u003ch2>The importance of mathematical identity work\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">As learning theorist Yrjo Engestrom (1995) stated, “Identity work is never ‘done,’ it is always ongoing. Although a person’s identity is not determinable, neither is the meaning-making involved in identity work entirely free but, instead, is mediated by the discourse and practices of people’s communal social activity systems.” Because of this, we create space for students to share the stories that formed them and for the possibility of evolution in those stories over the course of the year. The possibility of evolving is related to the idea of a growth mindset, and, while it’s not the only point, believing that success can be found is an important step. Even day to day, the ways students feel about themselves as mathematicians can shift dramatically, but we can design a class where they can flourish when we tune our eyes and ears to their stories and ways of being in a math class.\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">“Dear Math, I have hated math ever since third grade; it’s annoying and unenjoyable. It used to be that I liked math, but that all changed in third grade when we had to learn our times tables, and I was always stressing. I like normal multiplication, the kind where you can ACTUALLY take your time, but not this.” — Andrea, seventh grade\u003c/span>\u003c/i>\u003c/p>\n\u003ch2>Overcoming dread in the classroom\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignright wp-image-60190\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/dearmath-800x1200.jpg\" alt=\"\" width=\"250\" height=\"375\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/dearmath-800x1200.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/dearmath-160x240.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/dearmath-768x1152.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/dearmath.jpg 960w\" sizes=\"(max-width: 250px) 100vw, 250px\">Isabela and I met when I was her teacher in her freshman year. As a student, she seemed driven and justice-oriented. As a mathematician, she was brilliant at organizing information and she asked many questions, yet she lacked confidence. One of the first times we met, she told me that she had test anxiety, and as we worked together, I noticed that her anxiety was pervasive in her work. She would rush to an answer, second-guess her thinking, and then her brain would “shut off” (her words), and her emotions would take over. In her sophomore year, she wrote a Dear Math letter in which she unpacked this anxiety and the resulting feeling of dread that was now a part of her heading to math class. Her letter that year read:\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">“I really like you. But you don’t come naturally to me. I have to work extra hard to understand and really conceptualize what you have to offer. There have been times where I have felt discouraged, frustrated, and exasperated, especially on tests, which is where I believe I can never fully express all of the things I know in a way that helps me be successful.” \u003c/span>\u003c/i>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">By reading and responding to her Dear Math letter and giving her space to unpack her story and mathematical identity, Isabela’s teachers were able to dig deep into what was blocking her achievement and connections, and they highlighted her strengths. From there, they helped Isabela build a new story for herself about who she was as a mathematician.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I had the opportunity to teach Isabela again her senior year, and, as we always do, Isabela wrote another Dear Math letter, reflecting on her mindset growth and identity during her high school experience. She wrote:\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">“While the term ‘math growth’ might inherently imply academic growth, I think for me it’s a lot more about a shift in attitude and my reactions when I am faced with challenges. I developed a sense of patience and open-mindedness for the first time ever. I no longer got as frustrated with myself when I didn’t understand something and would allow myself to take my time. As I reflect on my past experiences and emotions related to math, I can confidently say that I have a strong foundation. And this is a great amount of growth for me because two years ago when I wrote this letter as a sophomore, I could not say that I felt like I had a strong foundation in math.”\u003c/span>\u003c/i>\u003c/p>\n\u003ch2>Questions for prompting Dear Math letters:\u003c/h2>\n\u003col>\n\u003cli>\u003cspan style=\"font-weight: 400\"> Tell me about a time in elementary school when you felt successful in math class. What happened?\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\"> Tell me about a time in elementary school when you struggled in math class. What happened?\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\"> When your friends talk about math, what do they say or do?\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\"> What is one way that math has helped you grow?\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\"> What is one of your greatest mathematical strengths?\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\"> What is one of your greatest mathematical challenges?\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\"> How do you plan to engage with math in the future? (Going into a STEM field? Using math in your career? In your life? Tackling complex problems in a systematic way?)\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\"> What can you thank math for?\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\"> How would you change math classrooms?\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\"> What would you like more of in math classes?\u003c/span>\u003c/li>\n\u003c/ol>\n\u003cp>\u003ca href=\"https://twitter.com/sstrong57\">\u003cspan style=\"font-weight: 400\">\u003cem>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-60170 alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Sarah-Strong-800x1198.jpg\" alt=\"Sarah Strong\" width=\"250\" height=\"374\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Sarah-Strong-800x1198.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Sarah-Strong-1020x1528.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Sarah-Strong-160x240.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Sarah-Strong-768x1150.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Sarah-Strong-1025x1536.jpg 1025w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Sarah-Strong-1367x2048.jpg 1367w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Sarah-Strong-scaled.jpg 1709w\" sizes=\"(max-width: 250px) 100vw, 250px\">Sarah Strong\u003c/em>\u003c/span>\u003c/a>\u003cem>\u003cspan style=\"font-weight: 400\"> loves creating spaces for her children and adult students to share their math stories. She has taught math to students in grades 6-12 at High Tech High in San Diego and also to preservice math teachers in Math Methods and Deeper Learning in Math courses through the HTH Graduate School of Education. In all of these settings, she has found value in opening up her questioning to allow students to share their thoughts, feelings, and ideas in service of a more whole math community. Sarah has consulted with schools and districts around the country as they detrack their math programs and redesign their math classrooms to be more inclusive and center student thinking through practices like project-based learning. Sarah has presented at both CMC and NCTM multiple times on Math & PBL and Student Centered Assessment in math classes. She has authored a few journal articles (Improving Math at HTH with Improvement Science and Deeper Learning in Common Core Math Projects) and an EdWeek blog post on the impacts of traditional grading systems on student math identity development (Making Math about more than the numbers). She also authored a chapter of the book Hands and Minds on assessment. She recently founded a company called Mathematical Wholeness that works with individual clients and teachers in schools to help them unpack their math traumas and forge new relationships with mathematics. \u003c/span>\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-60194 alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Gigi-Headshot.jpg\" alt=\"Gigi Butterfield\" width=\"222\" height=\"232\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Gigi-Headshot.jpg 222w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Gigi-Headshot-160x167.jpg 160w\" sizes=\"(max-width: 222px) 100vw, 222px\">Gigi Butterfield is currently a freshman at Loyola Marymount University and attended Gary and Jeri-Ann Jacobs High Tech High in San Diego, CA for High School. She is recovering from her fraudulent fondness of mathematics and thrives in situations where she can explore math deeply and ask thoughtful questions of her peers and her teachers. She attended project based learning schools from age of five to eighteen, and is passionate about how PBL plays an integral role in revitalizing heavily antiquated math pedagogies. In HS, she was captain of the basketball team, head of student ambassadors, leader of model united nations, member of student senate, and is still a Jeopardy fanatic hoping to go into comedy writing in her future. No better start to a comedy career than with a dissertation on the reimagining of math education!\u003c/span>\u003c/em>\u003c/p>\n\n",
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"excerpt": "Math anxiety is prevalent in American classrooms. In their book \"Dear Math,\" Sarah Strong and Gigi Butterfield share how writing letters to math can start conversations that help teachers unpack students' feelings about the subject.",
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"description": "Writing letters to math can start conversations about a subject that causes many students anxiety.",
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"title": "Using “Dear Math” letters to overcome dread in math class | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Excerpted from \u003c/span>\u003c/i>\u003ca href=\"https://www.10publications.com/dear-math\">\u003cspan style=\"font-weight: 400\">Dear Math: Why Kids Hate Math And What Teachers Can Do About It \u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">by Sarah Strong and Gigi Butterfield. Published by Times 10 Publications.\u003c/span>\u003c/i>\u003c/p>\n\u003ch2>The importance of mathematical identity work\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">As learning theorist Yrjo Engestrom (1995) stated, “Identity work is never ‘done,’ it is always ongoing. Although a person’s identity is not determinable, neither is the meaning-making involved in identity work entirely free but, instead, is mediated by the discourse and practices of people’s communal social activity systems.” Because of this, we create space for students to share the stories that formed them and for the possibility of evolution in those stories over the course of the year. The possibility of evolving is related to the idea of a growth mindset, and, while it’s not the only point, believing that success can be found is an important step. Even day to day, the ways students feel about themselves as mathematicians can shift dramatically, but we can design a class where they can flourish when we tune our eyes and ears to their stories and ways of being in a math class.\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">“Dear Math, I have hated math ever since third grade; it’s annoying and unenjoyable. It used to be that I liked math, but that all changed in third grade when we had to learn our times tables, and I was always stressing. I like normal multiplication, the kind where you can ACTUALLY take your time, but not this.” — Andrea, seventh grade\u003c/span>\u003c/i>\u003c/p>\n\u003ch2>Overcoming dread in the classroom\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignright wp-image-60190\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/dearmath-800x1200.jpg\" alt=\"\" width=\"250\" height=\"375\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/dearmath-800x1200.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/dearmath-160x240.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/dearmath-768x1152.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/dearmath.jpg 960w\" sizes=\"(max-width: 250px) 100vw, 250px\">Isabela and I met when I was her teacher in her freshman year. As a student, she seemed driven and justice-oriented. As a mathematician, she was brilliant at organizing information and she asked many questions, yet she lacked confidence. One of the first times we met, she told me that she had test anxiety, and as we worked together, I noticed that her anxiety was pervasive in her work. She would rush to an answer, second-guess her thinking, and then her brain would “shut off” (her words), and her emotions would take over. In her sophomore year, she wrote a Dear Math letter in which she unpacked this anxiety and the resulting feeling of dread that was now a part of her heading to math class. Her letter that year read:\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">“I really like you. But you don’t come naturally to me. I have to work extra hard to understand and really conceptualize what you have to offer. There have been times where I have felt discouraged, frustrated, and exasperated, especially on tests, which is where I believe I can never fully express all of the things I know in a way that helps me be successful.” \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">By reading and responding to her Dear Math letter and giving her space to unpack her story and mathematical identity, Isabela’s teachers were able to dig deep into what was blocking her achievement and connections, and they highlighted her strengths. From there, they helped Isabela build a new story for herself about who she was as a mathematician.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I had the opportunity to teach Isabela again her senior year, and, as we always do, Isabela wrote another Dear Math letter, reflecting on her mindset growth and identity during her high school experience. She wrote:\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">“While the term ‘math growth’ might inherently imply academic growth, I think for me it’s a lot more about a shift in attitude and my reactions when I am faced with challenges. I developed a sense of patience and open-mindedness for the first time ever. I no longer got as frustrated with myself when I didn’t understand something and would allow myself to take my time. As I reflect on my past experiences and emotions related to math, I can confidently say that I have a strong foundation. And this is a great amount of growth for me because two years ago when I wrote this letter as a sophomore, I could not say that I felt like I had a strong foundation in math.”\u003c/span>\u003c/i>\u003c/p>\n\u003ch2>Questions for prompting Dear Math letters:\u003c/h2>\n\u003col>\n\u003cli>\u003cspan style=\"font-weight: 400\"> Tell me about a time in elementary school when you felt successful in math class. What happened?\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\"> Tell me about a time in elementary school when you struggled in math class. What happened?\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\"> When your friends talk about math, what do they say or do?\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\"> What is one way that math has helped you grow?\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\"> What is one of your greatest mathematical strengths?\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\"> What is one of your greatest mathematical challenges?\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\"> How do you plan to engage with math in the future? (Going into a STEM field? Using math in your career? In your life? Tackling complex problems in a systematic way?)\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\"> What can you thank math for?\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\"> How would you change math classrooms?\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\"> What would you like more of in math classes?\u003c/span>\u003c/li>\n\u003c/ol>\n\u003cp>\u003ca href=\"https://twitter.com/sstrong57\">\u003cspan style=\"font-weight: 400\">\u003cem>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-60170 alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Sarah-Strong-800x1198.jpg\" alt=\"Sarah Strong\" width=\"250\" height=\"374\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Sarah-Strong-800x1198.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Sarah-Strong-1020x1528.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Sarah-Strong-160x240.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Sarah-Strong-768x1150.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Sarah-Strong-1025x1536.jpg 1025w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Sarah-Strong-1367x2048.jpg 1367w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Sarah-Strong-scaled.jpg 1709w\" sizes=\"(max-width: 250px) 100vw, 250px\">Sarah Strong\u003c/em>\u003c/span>\u003c/a>\u003cem>\u003cspan style=\"font-weight: 400\"> loves creating spaces for her children and adult students to share their math stories. She has taught math to students in grades 6-12 at High Tech High in San Diego and also to preservice math teachers in Math Methods and Deeper Learning in Math courses through the HTH Graduate School of Education. In all of these settings, she has found value in opening up her questioning to allow students to share their thoughts, feelings, and ideas in service of a more whole math community. Sarah has consulted with schools and districts around the country as they detrack their math programs and redesign their math classrooms to be more inclusive and center student thinking through practices like project-based learning. Sarah has presented at both CMC and NCTM multiple times on Math & PBL and Student Centered Assessment in math classes. She has authored a few journal articles (Improving Math at HTH with Improvement Science and Deeper Learning in Common Core Math Projects) and an EdWeek blog post on the impacts of traditional grading systems on student math identity development (Making Math about more than the numbers). She also authored a chapter of the book Hands and Minds on assessment. She recently founded a company called Mathematical Wholeness that works with individual clients and teachers in schools to help them unpack their math traumas and forge new relationships with mathematics. \u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-60194 alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Gigi-Headshot.jpg\" alt=\"Gigi Butterfield\" width=\"222\" height=\"232\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Gigi-Headshot.jpg 222w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/Gigi-Headshot-160x167.jpg 160w\" sizes=\"(max-width: 222px) 100vw, 222px\">Gigi Butterfield is currently a freshman at Loyola Marymount University and attended Gary and Jeri-Ann Jacobs High Tech High in San Diego, CA for High School. She is recovering from her fraudulent fondness of mathematics and thrives in situations where she can explore math deeply and ask thoughtful questions of her peers and her teachers. She attended project based learning schools from age of five to eighteen, and is passionate about how PBL plays an integral role in revitalizing heavily antiquated math pedagogies. In HS, she was captain of the basketball team, head of student ambassadors, leader of model united nations, member of student senate, and is still a Jeopardy fanatic hoping to go into comedy writing in her future. No better start to a comedy career than with a dissertation on the reimagining of math education!\u003c/span>\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Why students say STEM is hard and what educators can do about it",
"title": "Why students say STEM is hard and what educators can do about it",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>\u003cem>The following is an excerpt from \"\u003ca href=\"https://www.amazon.com/STEM-STEAM-Make-Dream-Reimagining/dp/1328034283/ref=sr_1_1?keywords=stem%2C+steam%2C+make%2C+dream&qid=1652797003&sprefix=STEM%2C+ST%2Caps%2C102&sr=8-1\">STEM, STEAM, Make, Dream: Reimagining the Culture of Science, Technology, Engineering, and Mathematics\"\u003c/a> by Christopher Emdin, Ph.D. Copyright 2021 Houghton Mifflin Harcourt\u003c/em>\u003c/p>\n\u003cp>STEM ability is distributed evenly across the populace. STEM identity is created when that natural ability is fostered by human activity. We are at our very core scientific creatures, but we believe in our STEM selves when the world reinforces what we are. When you think about a baby being born, the very first set of knowledge they are using is scientific knowledge. They are smelling their environment and making observations in the world. They are not using English. They are not using history. They are using math and science. They are making observations, identifying patterns, testing hypotheses, and drawing conclusions. Once they start associating language with what they are seeing, they start expressing what is unfolding before them. There is magic in that unleashing, that revealing. This process is the foundation of STEM. This is what we need to build on in classrooms. Unfortunately, it is not what contemporary STEM education focuses on.\u003c/p>\n\u003cp>Today, if we ask young people, STEM is not about giving voice or language to observations and questions. The only thing it unleashes or reveals is that it is hard and not for everybody. Hundreds of interviews I have held with young people from urban classrooms about science reveal that many students simply believe that “science is hard.” Many of these students, particularly those who were not doing well in science or mathematics classrooms, also believe that the reason they are not doing well is that they are not “smart enough.” This idea of the “hardness” of science and, by proxy, STEM is important to deconstruct.\u003c/p>\n\u003cp>For many, the hardness of STEM is associated with it being academically challenging and with folks not being able to engage with it. In reality, the hardness is about the inflexibility of STEM and the fact that it does not bend to the needs of the person engaging with it. If I attempt to engage with a topic and find it hard, I blame myself without considering that there is something about the subject that is unapproachable. The perception is that the fault cannot possibly be with the academic subject or the methods used to teach it. This flawed approach to thinking about STEM does not consider the more expansive view of the concept of hardness and the notion that if the subject bends to me or my interests, I can forge a relationship to it that increases my desire to spend more time with it. Time spent equals familiarity. And familiarity eventually equals fluency in the language of the “hard” subject. What is hard becomes malleable enough to wrap around you once you are familiar with the language it speaks.\u003c/p>\n\u003cp>Make no mistake: this is not an argument for making subjects easier or less rigorous. Instead, it is an argument for making STEM subjects easier to embrace. It is about recognizing the traumas we create when we convince otherwise intelligent people that there are subjects too mentally challenging for them. This misstep overshadows the real issue, which is that the subject was likely presented poorly, spilling over with meanings attached to words like smart or hard.\u003c/p>\n\u003cfigure id=\"attachment_59421\" class=\"wp-caption alignleft\" style=\"max-width: 138px\">\u003cimg class=\" wp-image-59421\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/05/99Fig10-800x1200.jpg\" alt=\"\" width=\"138\" height=\"207\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/05/99Fig10-800x1200.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/05/99Fig10-1020x1530.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/05/99Fig10-160x240.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/05/99Fig10-768x1152.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/05/99Fig10-1024x1536.jpg 1024w, https://ww2.kqed.org/app/uploads/sites/23/2022/05/99Fig10-1365x2048.jpg 1365w, https://ww2.kqed.org/app/uploads/sites/23/2022/05/99Fig10-1920x2880.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2022/05/99Fig10-scaled.jpg 1707w\" sizes=\"(max-width: 138px) 100vw, 138px\">\u003cfigcaption class=\"wp-caption-text\">Author photo by Laura Yost (Courtesy of Houghton Mifflin Harcourt)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>Christopher Emdin is professor and program director of Science Education in the Department of Mathematics, Science, and Technology at Teachers College, Columbia University, where he also serves as associate director of the Institute for Urban and Minority Education. The creator of the #HipHopEd social media movement and the Science Genius program, he is the author of the New York Times bestseller \"\u003ca href=\"https://www.penguinrandomhouse.com/books/237679/for-white-folks-who-teach-in-the-hood-and-the-rest-of-yall-too-by-christopher-emdin/\">For White Folks Who Teach in the Hood . . . and the Rest of Y’all Too\u003c/a>\" and \"\u003ca href=\"https://chrisemdin.com/product/urban-science-education-for-the-hip-hop-generation-cultural-and-historical-perspectives-on-science-education/\">Urban Science Education for the Hip-Hop Generation\u003c/a>.\" You can follow him on Twitter at \u003ca href=\"https://twitter.com/chrisemdin?ref_src=twsrc%5Egoogle%7Ctwcamp%5Eserp%7Ctwgr%5Eauthor\">@chrisemdin\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"excerpt": "In his new book \"STEM, STEAM, Make, Dream: Reimagining the Culture of Science, Technology, Engineering, and Mathematics,\" author Christopher Emdin explains how teachers can renew students' interest in science and math subjects.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>The following is an excerpt from \"\u003ca href=\"https://www.amazon.com/STEM-STEAM-Make-Dream-Reimagining/dp/1328034283/ref=sr_1_1?keywords=stem%2C+steam%2C+make%2C+dream&qid=1652797003&sprefix=STEM%2C+ST%2Caps%2C102&sr=8-1\">STEM, STEAM, Make, Dream: Reimagining the Culture of Science, Technology, Engineering, and Mathematics\"\u003c/a> by Christopher Emdin, Ph.D. Copyright 2021 Houghton Mifflin Harcourt\u003c/em>\u003c/p>\n\u003cp>STEM ability is distributed evenly across the populace. STEM identity is created when that natural ability is fostered by human activity. We are at our very core scientific creatures, but we believe in our STEM selves when the world reinforces what we are. When you think about a baby being born, the very first set of knowledge they are using is scientific knowledge. They are smelling their environment and making observations in the world. They are not using English. They are not using history. They are using math and science. They are making observations, identifying patterns, testing hypotheses, and drawing conclusions. Once they start associating language with what they are seeing, they start expressing what is unfolding before them. There is magic in that unleashing, that revealing. This process is the foundation of STEM. This is what we need to build on in classrooms. Unfortunately, it is not what contemporary STEM education focuses on.\u003c/p>\n\u003cp>Today, if we ask young people, STEM is not about giving voice or language to observations and questions. The only thing it unleashes or reveals is that it is hard and not for everybody. Hundreds of interviews I have held with young people from urban classrooms about science reveal that many students simply believe that “science is hard.” Many of these students, particularly those who were not doing well in science or mathematics classrooms, also believe that the reason they are not doing well is that they are not “smart enough.” This idea of the “hardness” of science and, by proxy, STEM is important to deconstruct.\u003c/p>\n\u003cp>For many, the hardness of STEM is associated with it being academically challenging and with folks not being able to engage with it. In reality, the hardness is about the inflexibility of STEM and the fact that it does not bend to the needs of the person engaging with it. If I attempt to engage with a topic and find it hard, I blame myself without considering that there is something about the subject that is unapproachable. The perception is that the fault cannot possibly be with the academic subject or the methods used to teach it. This flawed approach to thinking about STEM does not consider the more expansive view of the concept of hardness and the notion that if the subject bends to me or my interests, I can forge a relationship to it that increases my desire to spend more time with it. Time spent equals familiarity. And familiarity eventually equals fluency in the language of the “hard” subject. What is hard becomes malleable enough to wrap around you once you are familiar with the language it speaks.\u003c/p>\n\u003cp>Make no mistake: this is not an argument for making subjects easier or less rigorous. Instead, it is an argument for making STEM subjects easier to embrace. It is about recognizing the traumas we create when we convince otherwise intelligent people that there are subjects too mentally challenging for them. This misstep overshadows the real issue, which is that the subject was likely presented poorly, spilling over with meanings attached to words like smart or hard.\u003c/p>\n\u003cfigure id=\"attachment_59421\" class=\"wp-caption alignleft\" style=\"max-width: 138px\">\u003cimg class=\" wp-image-59421\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/05/99Fig10-800x1200.jpg\" alt=\"\" width=\"138\" height=\"207\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/05/99Fig10-800x1200.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/05/99Fig10-1020x1530.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/05/99Fig10-160x240.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/05/99Fig10-768x1152.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/05/99Fig10-1024x1536.jpg 1024w, https://ww2.kqed.org/app/uploads/sites/23/2022/05/99Fig10-1365x2048.jpg 1365w, https://ww2.kqed.org/app/uploads/sites/23/2022/05/99Fig10-1920x2880.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2022/05/99Fig10-scaled.jpg 1707w\" sizes=\"(max-width: 138px) 100vw, 138px\">\u003cfigcaption class=\"wp-caption-text\">Author photo by Laura Yost (Courtesy of Houghton Mifflin Harcourt)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>Christopher Emdin is professor and program director of Science Education in the Department of Mathematics, Science, and Technology at Teachers College, Columbia University, where he also serves as associate director of the Institute for Urban and Minority Education. The creator of the #HipHopEd social media movement and the Science Genius program, he is the author of the New York Times bestseller \"\u003ca href=\"https://www.penguinrandomhouse.com/books/237679/for-white-folks-who-teach-in-the-hood-and-the-rest-of-yall-too-by-christopher-emdin/\">For White Folks Who Teach in the Hood . . . and the Rest of Y’all Too\u003c/a>\" and \"\u003ca href=\"https://chrisemdin.com/product/urban-science-education-for-the-hip-hop-generation-cultural-and-historical-perspectives-on-science-education/\">Urban Science Education for the Hip-Hop Generation\u003c/a>.\" You can follow him on Twitter at \u003ca href=\"https://twitter.com/chrisemdin?ref_src=twsrc%5Egoogle%7Ctwcamp%5Eserp%7Ctwgr%5Eauthor\">@chrisemdin\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>A large body of research shows that Black students are likely to learn more when they are taught by a Black teacher. Quantitative researchers have found better results for Black students taught by Black teachers in \u003ca href=\"https://www.nber.org/papers/w11154\">Texas\u003c/a>, \u003ca href=\"https://ideas.repec.org/a/eee/ecoedu/v45y2015icp44-52.html\">Florida\u003c/a>, \u003ca href=\"https://cdn.vanderbilt.edu/vu-my/wp-content/uploads/sites/2824/2021/02/10203107/bartanen_grissom_JHR_forthcoming.pdf\">Missouri\u003c/a>, \u003ca href=\"https://cdn.vanderbilt.edu/vu-my/wp-content/uploads/sites/2824/2021/02/10203107/bartanen_grissom_JHR_forthcoming.pdf\">Tennessee\u003c/a> and \u003ca href=\"https://www.nber.org/papers/w12828\">North Carolina\u003c/a>. It’s one of the reasons that many education advocates have called for diversifying the teacher workforce, which is overwhelmingly white.\u003c/p>\n\u003cp>But a large study of a million elementary school students and nearly 35,000 teachers in North Carolina found that Black teachers aren’t always better for Black students. The race of the teacher didn’t affect the academic achievement of Black students in third through fifth grade across eight school years, from 2009-10 to 2017-18. Almost a quarter of the students were Black and they did just as well on their annual reading and math tests with a white teacher as they did with a Black one.\u003c/p>\n\u003cp>Instead, what mattered was where a teacher went to college. Both Black and white teachers trained at an historically black college or university (HBCU) helped Black students do better in math. Almost one out of 10 teachers in North Carolina graduated from an HBCU. Though not a large number, a quarter of these HBCU-trained teachers were white. During a year that a Black elementary school student had one of these HBCU-trained teachers, his or her math scores were higher. In the following year, if their teacher was trained elsewhere, these same Black students tended to post lower math scores.\u003c/p>\n\u003cp>“I thought that this has to be wrong somehow because so many papers have found an effect for a Black-teacher Black-student match,” said Lavar Edmonds, a graduate student in economics and education at Stanford University, who conducted the analysis. Edmonds ran the numbers in different ways “over and over again” and kept getting the same results. “I only note a same-race teacher effect for Black students when that teacher went to an HBCU.”\u003c/p>\n\u003cp>Previous studies weren’t necessarily wrong, but differences in the data can yield different results. For example, one earlier study focused on \u003ca href=\"https://www.aeaweb.org/articles?id=10.1257/pol.20190573\">long-term outcomes\u003c/a>, instead of test scores, and found higher college going rates for Black students taught by Black teachers. Edmonds’s study, “\u003ca href=\"https://www.lavaredmonds.com/uploads/1/4/2/8/142800166/hbcus_and_teacher_effects_draft_20220815.pdf\">Role Models Revisited: HBCUs, Same Race Teacher Effects and Black Student Achievement,\u003c/a>” hasn’t been peer reviewed or published in an academic journal, but an August 2022 draft was publicly posted. Bolstering Edmonds’s results is another unpublished \u003ca href=\"https://sree.confex.com/sree/2022/meetingapp.cgi/Paper/4055\">national study of 18,000 students\u003c/a>, presented at a September 2022 conference of the Society for Research on Educational Effectiveness. It also failed to find higher achievement in math, reading or science for students taught by a teacher of the same race.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The boost to math achievement for a Black student learning from an HBCU teacher wasn’t terribly large, but it was often larger than the benefit of having a Black teacher in previous studies. The increase in math test scores was equal to about 5 percent of the typical test score gap between Black and white students. White and Hispanic students weren’t penalized; they did just as well with HBCU teachers as they did with non-HBCU teachers.\u003c/p>\n\u003cp>It’s worth emphasizing that this HBCU teacher benefit was detected only in math – not in reading. Black children’s reading scores were unaffected by their teacher’s race or university.\u003c/p>\n\u003cp>Exactly what HBCUs are doing to train more effective math teachers is an excellent question and Edmonds admits he doesn’t know the answer. There are 11 HBCUs in North Carolina and five of them, such as Fayetteville State University and Elizabeth City State University, produced most of the teachers in this particular study. Historically, many of the nation’s 100 HBCUs were founded as teacher training grounds or “\u003ca href=\"https://en.wikipedia.org/wiki/Normal_school\">normal\u003c/a>” schools. In North Carolina, half of all Black teachers hailed from an HBCU.\u003c/p>\n\u003cp>At first glance, one might think that HBCUs produce teachers of lower quality. In this study, the HBCU trained teachers posted much lower scores on their teacher certification exams, called Praxis. “They’re clearly outperforming more ‘qualified’ teachers,” said Edmonds. “At a minimum, this raises the question of what we’re measuring.”\u003c/p>\n\u003cp>Edmonds doubts that math instructional approaches at HBCUs are dramatically different from those at other teaching programs. “The general concept of adding is going to be more or less the same,” said Edmonds, a former high school math teacher himself.\u003c/p>\n\u003cp>Edmonds speculates that HBCU-trained teachers experienced a different culture and climate in college that they replicate in their own classrooms. “Many of my family members went to HBCUs and a recurring theme is how they found it more welcoming,” he said. “They felt more at peace, more at home at an HBCU. Warmer, I would say. I think there is a component of that in how a teacher conveys information to a student. If you’re getting more of that environment, yourself, as a student at these institutions, I think it makes a difference in your disposition as a teacher.”\u003c/p>\n\u003cp>To be sure, different types of people choose to attend an HBCU in the first place. HBCU students might have had life experiences before college that helped them better connect with Black children in their professional lives. It’s possible that HBCUs aren’t doing anything magical at all, but that the people who attend them are special.\u003c/p>\n\u003cp>Teacher race remains a big factor when it comes to student discipline. Black boys were more likely to be suspended with white teachers than with Black teachers, according to the study. But once again HBCU training makes a difference here too. Black boys were less likely to be suspended by an HBCU-trained white teacher than a white teacher who trained elsewhere. (HBCU training didn’t make a difference for the suspension rates of Black girls.)\u003c/p>\n\u003cp>Given that the teaching profession is overwhelmingly white – \u003ca href=\"https://nces.ed.gov/pubs2020/2020103/index.asp\">nearly 80 percent of teachers\u003c/a> – it’s heartening to see a study that can perhaps shine a light on how white teachers might become more effective with Black students, even as we try to diversify the ranks.\u003c/p>\n\u003cp>Edmonds, who is Black, says the point of his paper is to help the field of education “think more deeply about teacher-student relationships” and what makes them work well in ways that can transcend race. “Not to say that race is not important, but I think if we are overly reliant on these characteristics, it’s a slippery slope, I think, to race essentialism,” he said.\u003c/p>\n\u003cp>HBCUs are clearly enjoying a renaissance. Applications to HBCUs spiked almost \u003ca href=\"https://www.nytimes.com/2022/06/11/us/hbcu-enrollment-black-students.html\">30 percent \u003c/a>from 2018 to 2021 even as the total number of U.S. undergraduate students dropped by almost \u003ca href=\"https://nscresearchcenter.org/current-term-enrollment-estimates/\">10 percent\u003c/a> during the pandemic. This study suggests another reason why HBCUs remain relevant and important.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/proof-points-black-and-white-teachers-from-hbcus-are-better-math-instructors-study-finds/\">\u003cem>HBCU teachers\u003c/em>\u003c/a>\u003cem> was written by Jill Barshay and produced by \u003c/em>The Hechinger Report\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003cem>Hechinger newsletter\u003c/em>\u003c/a>.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>A large body of research shows that Black students are likely to learn more when they are taught by a Black teacher. Quantitative researchers have found better results for Black students taught by Black teachers in \u003ca href=\"https://www.nber.org/papers/w11154\">Texas\u003c/a>, \u003ca href=\"https://ideas.repec.org/a/eee/ecoedu/v45y2015icp44-52.html\">Florida\u003c/a>, \u003ca href=\"https://cdn.vanderbilt.edu/vu-my/wp-content/uploads/sites/2824/2021/02/10203107/bartanen_grissom_JHR_forthcoming.pdf\">Missouri\u003c/a>, \u003ca href=\"https://cdn.vanderbilt.edu/vu-my/wp-content/uploads/sites/2824/2021/02/10203107/bartanen_grissom_JHR_forthcoming.pdf\">Tennessee\u003c/a> and \u003ca href=\"https://www.nber.org/papers/w12828\">North Carolina\u003c/a>. It’s one of the reasons that many education advocates have called for diversifying the teacher workforce, which is overwhelmingly white.\u003c/p>\n\u003cp>But a large study of a million elementary school students and nearly 35,000 teachers in North Carolina found that Black teachers aren’t always better for Black students. The race of the teacher didn’t affect the academic achievement of Black students in third through fifth grade across eight school years, from 2009-10 to 2017-18. Almost a quarter of the students were Black and they did just as well on their annual reading and math tests with a white teacher as they did with a Black one.\u003c/p>\n\u003cp>Instead, what mattered was where a teacher went to college. Both Black and white teachers trained at an historically black college or university (HBCU) helped Black students do better in math. Almost one out of 10 teachers in North Carolina graduated from an HBCU. Though not a large number, a quarter of these HBCU-trained teachers were white. During a year that a Black elementary school student had one of these HBCU-trained teachers, his or her math scores were higher. In the following year, if their teacher was trained elsewhere, these same Black students tended to post lower math scores.\u003c/p>\n\u003cp>“I thought that this has to be wrong somehow because so many papers have found an effect for a Black-teacher Black-student match,” said Lavar Edmonds, a graduate student in economics and education at Stanford University, who conducted the analysis. Edmonds ran the numbers in different ways “over and over again” and kept getting the same results. “I only note a same-race teacher effect for Black students when that teacher went to an HBCU.”\u003c/p>\n\u003cp>Previous studies weren’t necessarily wrong, but differences in the data can yield different results. For example, one earlier study focused on \u003ca href=\"https://www.aeaweb.org/articles?id=10.1257/pol.20190573\">long-term outcomes\u003c/a>, instead of test scores, and found higher college going rates for Black students taught by Black teachers. Edmonds’s study, “\u003ca href=\"https://www.lavaredmonds.com/uploads/1/4/2/8/142800166/hbcus_and_teacher_effects_draft_20220815.pdf\">Role Models Revisited: HBCUs, Same Race Teacher Effects and Black Student Achievement,\u003c/a>” hasn’t been peer reviewed or published in an academic journal, but an August 2022 draft was publicly posted. Bolstering Edmonds’s results is another unpublished \u003ca href=\"https://sree.confex.com/sree/2022/meetingapp.cgi/Paper/4055\">national study of 18,000 students\u003c/a>, presented at a September 2022 conference of the Society for Research on Educational Effectiveness. It also failed to find higher achievement in math, reading or science for students taught by a teacher of the same race.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The boost to math achievement for a Black student learning from an HBCU teacher wasn’t terribly large, but it was often larger than the benefit of having a Black teacher in previous studies. The increase in math test scores was equal to about 5 percent of the typical test score gap between Black and white students. White and Hispanic students weren’t penalized; they did just as well with HBCU teachers as they did with non-HBCU teachers.\u003c/p>\n\u003cp>It’s worth emphasizing that this HBCU teacher benefit was detected only in math – not in reading. Black children’s reading scores were unaffected by their teacher’s race or university.\u003c/p>\n\u003cp>Exactly what HBCUs are doing to train more effective math teachers is an excellent question and Edmonds admits he doesn’t know the answer. There are 11 HBCUs in North Carolina and five of them, such as Fayetteville State University and Elizabeth City State University, produced most of the teachers in this particular study. Historically, many of the nation’s 100 HBCUs were founded as teacher training grounds or “\u003ca href=\"https://en.wikipedia.org/wiki/Normal_school\">normal\u003c/a>” schools. In North Carolina, half of all Black teachers hailed from an HBCU.\u003c/p>\n\u003cp>At first glance, one might think that HBCUs produce teachers of lower quality. In this study, the HBCU trained teachers posted much lower scores on their teacher certification exams, called Praxis. “They’re clearly outperforming more ‘qualified’ teachers,” said Edmonds. “At a minimum, this raises the question of what we’re measuring.”\u003c/p>\n\u003cp>Edmonds doubts that math instructional approaches at HBCUs are dramatically different from those at other teaching programs. “The general concept of adding is going to be more or less the same,” said Edmonds, a former high school math teacher himself.\u003c/p>\n\u003cp>Edmonds speculates that HBCU-trained teachers experienced a different culture and climate in college that they replicate in their own classrooms. “Many of my family members went to HBCUs and a recurring theme is how they found it more welcoming,” he said. “They felt more at peace, more at home at an HBCU. Warmer, I would say. I think there is a component of that in how a teacher conveys information to a student. If you’re getting more of that environment, yourself, as a student at these institutions, I think it makes a difference in your disposition as a teacher.”\u003c/p>\n\u003cp>To be sure, different types of people choose to attend an HBCU in the first place. HBCU students might have had life experiences before college that helped them better connect with Black children in their professional lives. It’s possible that HBCUs aren’t doing anything magical at all, but that the people who attend them are special.\u003c/p>\n\u003cp>Teacher race remains a big factor when it comes to student discipline. Black boys were more likely to be suspended with white teachers than with Black teachers, according to the study. But once again HBCU training makes a difference here too. Black boys were less likely to be suspended by an HBCU-trained white teacher than a white teacher who trained elsewhere. (HBCU training didn’t make a difference for the suspension rates of Black girls.)\u003c/p>\n\u003cp>Given that the teaching profession is overwhelmingly white – \u003ca href=\"https://nces.ed.gov/pubs2020/2020103/index.asp\">nearly 80 percent of teachers\u003c/a> – it’s heartening to see a study that can perhaps shine a light on how white teachers might become more effective with Black students, even as we try to diversify the ranks.\u003c/p>\n\u003cp>Edmonds, who is Black, says the point of his paper is to help the field of education “think more deeply about teacher-student relationships” and what makes them work well in ways that can transcend race. “Not to say that race is not important, but I think if we are overly reliant on these characteristics, it’s a slippery slope, I think, to race essentialism,” he said.\u003c/p>\n\u003cp>HBCUs are clearly enjoying a renaissance. Applications to HBCUs spiked almost \u003ca href=\"https://www.nytimes.com/2022/06/11/us/hbcu-enrollment-black-students.html\">30 percent \u003c/a>from 2018 to 2021 even as the total number of U.S. undergraduate students dropped by almost \u003ca href=\"https://nscresearchcenter.org/current-term-enrollment-estimates/\">10 percent\u003c/a> during the pandemic. This study suggests another reason why HBCUs remain relevant and important.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/proof-points-black-and-white-teachers-from-hbcus-are-better-math-instructors-study-finds/\">\u003cem>HBCU teachers\u003c/em>\u003c/a>\u003cem> was written by Jill Barshay and produced by \u003c/em>The Hechinger Report\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003cem>Hechinger newsletter\u003c/em>\u003c/a>.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Thomas Mayfield had a major problem to solve in his fifth-grade classroom.\u003c/p>\n\u003cp>“I’m not good at adding. I don’t know how to regroup or borrow. I’m not good at subtracting. Or I don’t know my facts yet, and I’m a fifth-grader,” Mayfield’s students used to tell him.\u003c/p>\n\u003cp>The 42-year-old math teacher from Fort Worth, Texas, took their frustrations to heart. He knew it was important to try something new, especially because most of his students were also struggling outside of the classroom.\u003c/p>\n\u003cp>“Single parent homes, incarcerated parents, low financial stability — a lot of that was going on,” he said.\u003c/p>\n\u003cp>Mayfield teaches at Title I schools, where at least 40% of students are economically disadvantaged. He grew up going to these types of schools in Fort Worth, too.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>To reach students in a way that was familiar and inviting, he brought rap music to the classroom.\u003c/p>\n\u003cp>“It’s built confidence,” he said. “It helps to build a less traumatic experience, and they feel like they’re invited and welcomed into the classroom.”\u003c/p>\n\u003ch3>“Kids started caring more about coming to school”\u003c/h3>\n\u003cp>In one of Mayfield’s videos, he plays an instrumental beat to Luniz’s song, “I Got 5 on It.” He gets his students pumped. Then they start to rap about decimal point places.\u003c/p>\n\u003cp>“Now let’s break this thing down,” raps Mayfield and students in the video. “Let’s start with the tenths/ Like a dime to a dollar, there’s 1 out of 10/ Then we move to the hundredths, one part out of many/ One out of 100, we call that a penny…”\u003c/p>\n\u003cp>They rap and make viral music videos with thousands of views about multiplication, and motivational songs like passing the big end-of-year exam called the STARR test.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=uEyxxcYm12Q\u003c/p>\n\u003cp>Mayfield said learning math through music has been a successful strategy, and he saw results within a school semester.\u003c/p>\n\u003cp>“State scores rose,” he said. “Student growth rose. Productivity, it went up. Kids started caring more about coming to school. The attendance went up. Parents were really enthused about coming to different events when we normally didn’t see them.”\u003c/p>\n\u003cp>Last year, while working at the Leadership Academy at Como Elementary, he even started engaging students nationwide by creating \u003ca href=\"https://www.instagram.com/p/CD5gawDjR-H/\">jingles\u003c/a> for teachers so they could capture students in Zoom class.\u003c/p>\n\u003cp>Mayfield’s district recognizes he’s been so good at engaging students that he got promoted for the 2021-2022 school year to coach teachers at another Title 1 school in Fort Worth, J.T. Stevens Elementary School.\u003c/p>\n\u003ch3>“A great way to help me make it through math”\u003c/h3>\n\u003cfigure id=\"attachment_59293\" class=\"wp-caption alignnone\" style=\"max-width: 2560px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-59293\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/04/npr-thomas-mayfield-6u7a8756_slide-7becddc6580f51812b3d31060d4f7c5ec8369ed7-scaled.jpg\" alt=\"\" width=\"2560\" height=\"1707\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2022/04/npr-thomas-mayfield-6u7a8756_slide-7becddc6580f51812b3d31060d4f7c5ec8369ed7-scaled.jpg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/04/npr-thomas-mayfield-6u7a8756_slide-7becddc6580f51812b3d31060d4f7c5ec8369ed7-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/04/npr-thomas-mayfield-6u7a8756_slide-7becddc6580f51812b3d31060d4f7c5ec8369ed7-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/04/npr-thomas-mayfield-6u7a8756_slide-7becddc6580f51812b3d31060d4f7c5ec8369ed7-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/04/npr-thomas-mayfield-6u7a8756_slide-7becddc6580f51812b3d31060d4f7c5ec8369ed7-768x512.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/04/npr-thomas-mayfield-6u7a8756_slide-7becddc6580f51812b3d31060d4f7c5ec8369ed7-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/04/npr-thomas-mayfield-6u7a8756_slide-7becddc6580f51812b3d31060d4f7c5ec8369ed7-2048x1365.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/04/npr-thomas-mayfield-6u7a8756_slide-7becddc6580f51812b3d31060d4f7c5ec8369ed7-1920x1280.jpg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">Mayfield chats with two former students, Sophomore Pareece Morehouse (left) and 8th grader Jailah Williams, who performed in his Rosa Parks tribute video that was done for Black History Month this year. \u003ccite>(JerSean Golatt for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Pareece Morehouse, one of Mayfield’s former students, is now in tenth grade and loves old-school rap.\u003c/p>\n\u003cp>Before Mr. Mayfield’s class, Morehouse didn’t like math and struggled with it. But pairing the difficult subject with music was game-changing for her.\u003c/p>\n\u003cp>“I can recall myself at home doing homework and just singing the song in my head, helping me understand, ‘oh, I know what this timetable is. I know – oh, five times five. That’s 25’,” Morehouse said. “It was really a great way to help me make it through math.”\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=Dn-Y-HwpIxg\u003c/p>\n\u003cp>Morehouse has been featured in music videos by Mayfield like “Queens” and “Raise The Bar.” With songs like these, she said Mayfield inspired her to do better in school.\u003c/p>\n\u003cp>“It was a truly, truly amazing classroom and an amazing space to be in,” she said.\u003c/p>\n\u003ch3>“Hard work turns into heart work before you know it”\u003c/h3>\n\u003cp>Mayfield said students will produce work if you reach them where they are and take notes on what they’re interested in, whether that’s music, shoes or sports. It’s important to use things that resonate with them.\u003c/p>\n\u003cp>“That’s been one of my biggest accomplishments,” he said. “A lot of teachers say, ‘how Mayfield get 90% of his kids to pass? And half of them, you know, coming from broken homes and this and that.’ I said, ‘hey, you know, you have to spend time getting to know them’.”\u003c/p>\n\u003cp>Songs about \u003ca href=\"https://www.youtube.com/watch?v=Zwhn2kboO3I\">Black History Month\u003c/a> and \u003ca href=\"https://www.youtube.com/watch?v=jvi3SOjXKUU\">Little Girl Magic\u003c/a> have helped students build confidence that will carry them far beyond elementary school.\u003c/p>\n\u003cp>“Those types of staples interject into the student’s mind and psyche that they can do whatever they want to do,” he said. “And I use this quote a lot, ‘Your dreams don’t have to be from broken dreams.’ Your dreams are your dreams. So if dreams before you may have been broken, yours don’t have to be broken.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>He preaches: “Hard work turns into heart work before you know it.”\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2022 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=After+a+Texas+teacher+saw+his+students+struggling+with+math%2C+he+turned+to+rap+music&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Thomas Mayfield had a major problem to solve in his fifth-grade classroom.\u003c/p>\n\u003cp>“I’m not good at adding. I don’t know how to regroup or borrow. I’m not good at subtracting. Or I don’t know my facts yet, and I’m a fifth-grader,” Mayfield’s students used to tell him.\u003c/p>\n\u003cp>The 42-year-old math teacher from Fort Worth, Texas, took their frustrations to heart. He knew it was important to try something new, especially because most of his students were also struggling outside of the classroom.\u003c/p>\n\u003cp>“Single parent homes, incarcerated parents, low financial stability — a lot of that was going on,” he said.\u003c/p>\n\u003cp>Mayfield teaches at Title I schools, where at least 40% of students are economically disadvantaged. He grew up going to these types of schools in Fort Worth, too.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>To reach students in a way that was familiar and inviting, he brought rap music to the classroom.\u003c/p>\n\u003cp>“It’s built confidence,” he said. “It helps to build a less traumatic experience, and they feel like they’re invited and welcomed into the classroom.”\u003c/p>\n\u003ch3>“Kids started caring more about coming to school”\u003c/h3>\n\u003cp>In one of Mayfield’s videos, he plays an instrumental beat to Luniz’s song, “I Got 5 on It.” He gets his students pumped. Then they start to rap about decimal point places.\u003c/p>\n\u003cp>“Now let’s break this thing down,” raps Mayfield and students in the video. “Let’s start with the tenths/ Like a dime to a dollar, there’s 1 out of 10/ Then we move to the hundredths, one part out of many/ One out of 100, we call that a penny…”\u003c/p>\n\u003cp>They rap and make viral music videos with thousands of views about multiplication, and motivational songs like passing the big end-of-year exam called the STARR test.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/uEyxxcYm12Q'\n title='//www.youtube.com/embed/uEyxxcYm12Q'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>Mayfield said learning math through music has been a successful strategy, and he saw results within a school semester.\u003c/p>\n\u003cp>“State scores rose,” he said. “Student growth rose. Productivity, it went up. Kids started caring more about coming to school. The attendance went up. Parents were really enthused about coming to different events when we normally didn’t see them.”\u003c/p>\n\u003cp>Last year, while working at the Leadership Academy at Como Elementary, he even started engaging students nationwide by creating \u003ca href=\"https://www.instagram.com/p/CD5gawDjR-H/\">jingles\u003c/a> for teachers so they could capture students in Zoom class.\u003c/p>\n\u003cp>Mayfield’s district recognizes he’s been so good at engaging students that he got promoted for the 2021-2022 school year to coach teachers at another Title 1 school in Fort Worth, J.T. Stevens Elementary School.\u003c/p>\n\u003ch3>“A great way to help me make it through math”\u003c/h3>\n\u003cfigure id=\"attachment_59293\" class=\"wp-caption alignnone\" style=\"max-width: 2560px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-59293\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/04/npr-thomas-mayfield-6u7a8756_slide-7becddc6580f51812b3d31060d4f7c5ec8369ed7-scaled.jpg\" alt=\"\" width=\"2560\" height=\"1707\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2022/04/npr-thomas-mayfield-6u7a8756_slide-7becddc6580f51812b3d31060d4f7c5ec8369ed7-scaled.jpg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/04/npr-thomas-mayfield-6u7a8756_slide-7becddc6580f51812b3d31060d4f7c5ec8369ed7-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/04/npr-thomas-mayfield-6u7a8756_slide-7becddc6580f51812b3d31060d4f7c5ec8369ed7-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/04/npr-thomas-mayfield-6u7a8756_slide-7becddc6580f51812b3d31060d4f7c5ec8369ed7-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/04/npr-thomas-mayfield-6u7a8756_slide-7becddc6580f51812b3d31060d4f7c5ec8369ed7-768x512.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/04/npr-thomas-mayfield-6u7a8756_slide-7becddc6580f51812b3d31060d4f7c5ec8369ed7-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/04/npr-thomas-mayfield-6u7a8756_slide-7becddc6580f51812b3d31060d4f7c5ec8369ed7-2048x1365.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/04/npr-thomas-mayfield-6u7a8756_slide-7becddc6580f51812b3d31060d4f7c5ec8369ed7-1920x1280.jpg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">Mayfield chats with two former students, Sophomore Pareece Morehouse (left) and 8th grader Jailah Williams, who performed in his Rosa Parks tribute video that was done for Black History Month this year. \u003ccite>(JerSean Golatt for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Pareece Morehouse, one of Mayfield’s former students, is now in tenth grade and loves old-school rap.\u003c/p>\n\u003cp>Before Mr. Mayfield’s class, Morehouse didn’t like math and struggled with it. But pairing the difficult subject with music was game-changing for her.\u003c/p>\n\u003cp>“I can recall myself at home doing homework and just singing the song in my head, helping me understand, ‘oh, I know what this timetable is. I know – oh, five times five. That’s 25’,” Morehouse said. “It was really a great way to help me make it through math.”\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/Dn-Y-HwpIxg'\n title='//www.youtube.com/embed/Dn-Y-HwpIxg'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>Morehouse has been featured in music videos by Mayfield like “Queens” and “Raise The Bar.” With songs like these, she said Mayfield inspired her to do better in school.\u003c/p>\n\u003cp>“It was a truly, truly amazing classroom and an amazing space to be in,” she said.\u003c/p>\n\u003ch3>“Hard work turns into heart work before you know it”\u003c/h3>\n\u003cp>Mayfield said students will produce work if you reach them where they are and take notes on what they’re interested in, whether that’s music, shoes or sports. It’s important to use things that resonate with them.\u003c/p>\n\u003cp>“That’s been one of my biggest accomplishments,” he said. “A lot of teachers say, ‘how Mayfield get 90% of his kids to pass? And half of them, you know, coming from broken homes and this and that.’ I said, ‘hey, you know, you have to spend time getting to know them’.”\u003c/p>\n\u003cp>Songs about \u003ca href=\"https://www.youtube.com/watch?v=Zwhn2kboO3I\">Black History Month\u003c/a> and \u003ca href=\"https://www.youtube.com/watch?v=jvi3SOjXKUU\">Little Girl Magic\u003c/a> have helped students build confidence that will carry them far beyond elementary school.\u003c/p>\n\u003cp>“Those types of staples interject into the student’s mind and psyche that they can do whatever they want to do,” he said. “And I use this quote a lot, ‘Your dreams don’t have to be from broken dreams.’ Your dreams are your dreams. So if dreams before you may have been broken, yours don’t have to be broken.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>He preaches: “Hard work turns into heart work before you know it.”\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2022 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=After+a+Texas+teacher+saw+his+students+struggling+with+math%2C+he+turned+to+rap+music&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"slug": "could-data-science-diversify-the-stem-field-why-courses-designed-this-century-feel-so-relevant-to-all-students",
"title": "Could Data Science Diversify the STEM Field? Why Courses Designed This Century Feel so Relevant to All Students",
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"headTitle": "Could Data Science Diversify the STEM Field? Why Courses Designed This Century Feel so Relevant to All Students | KQED",
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"content": "\u003cp>\u003cem>You can listen to this episode of the MindShift Podcast on \u003cstrong>\u003ca href=\"https://podcasts.apple.com/us/podcast/could-data-science-diversify-the-stem-field/id1078765985?i=1000532256214\">Apple Podcasts\u003c/a>, \u003ca href=\"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5/episode/NjA5YWUxMDAtMTRkNS0xMWVjLTkyZGQtZmJmZThkOWZiZGY5?sa=X&ved=0CAcQkfYCahcKEwigsp2Qp__yAhUAAAAAHQAAAAAQcQ&hl=en\">Google Podcasts\u003c/a>, \u003ca href=\"https://www.npr.org/podcasts/464615685/mind-shift-podcast\">NPR One\u003c/a>, \u003ca href=\"https://open.spotify.com/episode/2HCGMMmYrXNYHTl0Hro7DW?si=VTdbD-qCSZmoHdSJ0IFcUw&dl_branch=1\">Spotify\u003c/a>, \u003c/strong>\u003ca href=\"https://www.stitcher.com/show/stories-teachers-share/episode/could-data-science-diversify-the-stem-field-86155696\">\u003cstrong>Stitcher\u003c/strong>\u003c/a> or wherever you get your podcasts.\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are many reasons students don’t like math: stressful timed tests, right and wrong answers, \u003ca href=\"https://www.kqed.org/mindshift/45012/how-a-strengths-based-approach-to-math-redefines-who-is-smart\">isolated work\u003c/a>, math \u003ca href=\"https://www.kqed.org/mindshift/52749/how-to-make-sure-your-math-anxiety-doesnt-make-your-kids-hate-math\">anxiety\u003c/a> learned from adults around you.\u003c/span>\u003cspan style=\"font-weight: 400\"> A 2012 PISA \u003c/span>\u003ca href=\"https://www.oecd.org/pisa/keyfindings/PISA2012-Vol3-Chap4.pdf\">\u003cspan style=\"font-weight: 400\">survey\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> found that one third of high school students feel helpless and emotionally stressed when doing math. And if you don’t see people who look like you succeeding in a subject or a field, it can be isolating, especially for young people. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“\u003c/span>\u003cspan style=\"font-weight: 400\">Something that’s really important, particularly for adolescents and high school students, is that they feel a sense of belonging inside STEM,” said Stanford maths education professor Jo Boaler. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.hewlett.org/wp-content/uploads/2016/08/Academic_Mindsets_as_a_Critical_Component_of_Deeper_Learning_CAMILLE_FARRINGTON_April_20_2013.pdf\">\u003cspan style=\"font-weight: 400\">R\u003c/span>\u003c/a>\u003ca href=\"https://www.hewlett.org/wp-content/uploads/2016/08/Academic_Mindsets_as_a_Critical_Component_of_Deeper_Learning_CAMILLE_FARRINGTON_April_20_2013.pdf\">\u003cspan style=\"font-weight: 400\">esearchers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> have found that a sense of belonging helps students succeed, in part because feeling like you’re a part of a community of learners is a powerful motivator to do well. “And unfortunately, a lot of students do not feel that they belong inside traditional high school maths classes,” said Boaler.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But there is one subject that students, including those who are math confident, enjoy learning: data science. As of 2020, \u003c/span>\u003ca href=\"https://edsource.org/2020/university-of-california-expands-list-of-courses-that-meet-math-requirement-for-admission/643173\">\u003cspan style=\"font-weight: 400\">data science is accepted math coursework\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for University of California and Cal State University’s A-G requirements, so students might see it offered in more schools.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Over the last decade, teams of teachers, researchers and academics have been developing data science curriculum and tools for the classroom, and having a modern approach to teaching is resonating with students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s kind of a unique opportunity because there wasn’t a high school data science course before,” said Suyen Machado, director of the \u003c/span>\u003ca href=\"https://www.idsucla.org/\">\u003cspan style=\"font-weight: 400\">Introduction to Data Science\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> program, which was started as a partnership between UCLA and the Los Angeles Unified School District nearly ten years ago. The program was funded with a National Science Foundation grant to increase the amount of students going into STEM careers and to bring computational and statistical thinking to underrepresented high school students, according to Machado. \u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC1092079008\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Engaging lessons that are inquiry driven, student driven and collaborative are really well suited for underrepresented groups, and you will find all of that in our \u003c/span>\u003ca href=\"https://curriculum.idsucla.org/\">\u003cspan style=\"font-weight: 400\">curriculum\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. And they’re good for students in general,” Machado said. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>REAL WORLD USES\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The data science curriculum gives students opportunities to look at real data instead of abstract formulas. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s just so much fun,” said \u003c/span>\u003cspan style=\"font-weight: 400\">James Molyneux, a professor at Oregon State University who was involved in the development of IDS. For example, students can collect their data and compare themselves to larger government data sets, like the American \u003c/span>\u003ca href=\"https://www.bls.gov/news.release/pdf/atus.pdf\">\u003cspan style=\"font-weight: 400\">Time Use Survey\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from the Bureau of Labor Statistics. Students can measure how much time they spend grooming, eating, being with family and consuming social media, according to Molyneux. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_58333\" class=\"wp-caption alignnone\" style=\"max-width: 1024px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-58333\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/IMG_9804.jpg\" alt=\"\" width=\"1024\" height=\"629\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2021/08/IMG_9804.jpg 1024w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/08/IMG_9804-800x491.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/08/IMG_9804-1020x627.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/08/IMG_9804-160x98.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/08/IMG_9804-768x472.jpg 768w\" sizes=\"(max-width: 1024px) 100vw, 1024px\">\u003cfigcaption class=\"wp-caption-text\">A snapshot of students in Ding-ay Tadena’s class. \u003ccite>(Courtesy of Ding-ay Tadena)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Among students, there’s a growing interest in data sets, such as \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56450/how-culturally-relevant-teaching-can-build-relationships-while-students-are-home\">\u003cspan style=\"font-weight: 400\">pollution\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in \u003c/span>\u003ca href=\"https://iase-web.org/documents/papers/rt2016/Gould.pdf\">\u003cspan style=\"font-weight: 400\">school communities\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and which \u003c/span>\u003ca href=\"https://curriculum.idsucla.org/unit2/lab2e/\">\u003cspan style=\"font-weight: 400\">gender\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> character is most likely to survive a horror film. For IDS participants, the most popular data project involves \u003ca href=\"https://curriculum.idsucla.org/unit1/lesson6/\">snacks\u003c/a>. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It honestly made me more aware of what I was taking in and putting in my body,” said student Linda Solares of Leuzinger High School of the snack project. Not to worry, the unit is not about encouraging weight loss or anything. Students used the IDS app to track information like the amount of salt, sugar content, cost, number of ingredients or their reasons for eating.\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">“We’re in quarantine, \u003c/span>\u003cspan style=\"font-weight: 400\">we’re eating a lot more out of boredom and stuff. So honestly, it really helped me,” said Solares. “After I finished the survey, I was like, whoa,” she said, “I was really eating not so healthy.”\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://drive.google.com/file/d/0B1Nho2Ty0ZnYbE5wT1FCU2RtZExSN290WVJsM0htc0NqbzFn/view?resourcekey=0-VL7HSox62czWW_XB9gGXYw\">\u003cspan style=\"font-weight: 400\">Surveys\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of IDS students in LAUSD found that coding was the most challenging part of the course, but also, the most important skill students learned. Using programming tools, like RStudio, they persisted by trying over and over again to get their code right. And that helped boost confidence in their ability to problem solve. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The lab is a lesson for us to learn about the codes and how we can implement them in certain situations,” said Leuzinger student Peter Tran, who would \u003c/span>\u003ca href=\"https://curriculum.idsucla.org/table/\">\u003cspan style=\"font-weight: 400\">test\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> different variables against one another, like finding the most common time of day students ate unhealthy snacks. \u003c/span>\u003c/p>\n\u003cp>An important part of the data science curriculum is understanding privacy matters, and knowing how data is collected about people and used against them. This knowledge can help develop a person’s media literacy.\u003c/p>\n\u003cp>“There’s a lot of misinformation out there,” said Boaler. “Having students develop a critical perspective – that’s one of the things we can teach in data science. Be skeptical of data that’s put in front of you, ask questions of it, think about who put that data together, what purpose did they have for it.”\u003c/p>\n\u003ch2>\u003cb>LEARNING GETS MESSY\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The messiness of the data sets is part of the appeal for students; it’s what engages them in learning and not shying away from unknown outcomes, according to \u003ca href=\"https://concord.org/data-fluency/\">Concord Consortium\u003c/a>’s Chad Dorsey. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s almost sort of pre-chewed and preordained,” said Dorsey of traditional curriculum that doesn’t engage students. “And when we do that, we take a lot of the discovery away. We’re finding the value in putting students into the place of needing to ask and answer questions with data that might be ambiguous or that might have a missing value,” said Dorsey. As part of an NSF grant, the group developed the free CODAP tool so teachers can integrate data skills into their classes, such as science. The group also provides teachers with professional development. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We’re finding the value of putting students in the driver’s seat to do the exploration themselves, to uncover new things in the data that maybe the teachers didn’t understand was there in the first place and where students are finding something different than their neighbors,” said Dorsey.\u003c/span>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=nAwu2x6HPNg\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For Leuzinger High School IDS t\u003c/span>\u003cspan style=\"font-weight: 400\">eacher Ding-ay Tadena, that has meant giving students agency over the topics they want to investigate, such as sports. “They learn how to think deeper and then use these math skills and eventually they love it,” says Tadena, who has seen students of all math levels succeed in data science. She says that in data science class, students see themselves as more than the math track they’re in. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It taught them how to dream bigger rather than just being profiled as lower performing in terms of math,” she said. “And that is the beauty of it because you teach them how to code, how to do this data, how to scrape data from the internet and push it in R in the field that interests them.” Tadena, who has been teaching math for about two decades, says data science is in many ways a re\u003c/span>\u003cspan style=\"font-weight: 400\">spite for math teachers like herself who are looking for ways to engage their students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The students are so interested,” Tadena said. “They’re so into it.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For science teacher \u003c/span>\u003ca href=\"https://concord.org/blog/never-stop-learning/\">\u003cspan style=\"font-weight: 400\">Emerlyn Gatchalian\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, having Concord Consortium’s CODAP tool makes understanding the periodic table easier for some of her students. “They’re looking at the different properties of elements in the periodic table using data like the atomic size, ionic size,” she said. “Because they’re using data using CODAP, it’s so easy for them to look for patterns and trends and make them feel that they can actually understand and interpret data instead of using all the equations that they’re learning in math.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For high school special education teacher \u003c/span>\u003ca href=\"https://concord.org/blog/the-science-teacher-accessible-physics-for-all/\">\u003cspan style=\"font-weight: 400\">Michelle Murtha\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, students’ ability to graph their data using digital tools helped them understand it. “Sometimes, graphing itself is so hard for the students. But because the program helps them through it,” she said, “they’re able to actually see the graph. And for us, that’s more important, so they can actually analyze the data versus, ‘can you plot this point?’”\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>REDEFINING HIGH SCHOOL\u003c/strong>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When Emilio Jaime was a student at Phineas Banning High School, he was on track to take AP Calculus his senior year. He had been confident about math throughout school, but decided to take IDS based on a teacher’s suggestion. Plus, one less AP class would help ease his senior year course load. \u003c/span>\u003c/p>\n\u003cp>\u003cb>\u003c/b>“I decided to let go of calculus and took on IDS, which I’m so glad I did, because I guess I was just scared because it wasn’t the norm that students were doing,\u003cem>” \u003c/em>said Jaime, who graduated from UC Berkeley last spring.\u003c/p>\n\u003cfigure id=\"attachment_58348\" class=\"wp-caption alignnone\" style=\"max-width: 1136px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-58348\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/Emilio-Jaime-2.png\" alt=\"\" width=\"1136\" height=\"1702\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2021/08/Emilio-Jaime-2.png 1136w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/08/Emilio-Jaime-2-800x1199.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/08/Emilio-Jaime-2-1020x1528.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/08/Emilio-Jaime-2-160x240.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/08/Emilio-Jaime-2-768x1151.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/08/Emilio-Jaime-2-1025x1536.png 1025w\" sizes=\"(max-width: 1136px) 100vw, 1136px\">\u003cfigcaption class=\"wp-caption-text\">Emilio Jaime \u003ccite>(Courtesy of Emilio Jaime)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">What he liked about data science was the ability to play with formulas and not feel limited by right and wrong answers that were the hallmark of his math education. “This is how the formula is, and this is the answer, and there is a wrong answer,” he said of his earlier relationship to math. But data science was more fluid. “On our projects, I tried so many different graphs and so many different solutions to try to create so many different conclusions.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I think IDS and data science really allows students to try different things without being scared to fail,” he said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">IDS trains teachers across the country and abroad on how to teach data science as a course. It’s one of several programs, including ones operated by the \u003ca href=\"https://concord.org/data-fluency/\">Concord Consortium\u003c/a> and Boaler’s \u003ca href=\"https://www.youcubed.org/resource/data-literacy/\">YouCubed\u003c/a>. The outcome of getting more underrepresented students in the STEM field has yet to be seen. But for now, these educators are shifting students’ experiences with STEM to increase the odds that they’ll stay. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_58330\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-58330\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/IMG_9812.jpg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2021/08/IMG_9812.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/08/IMG_9812-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/08/IMG_9812-768x576.jpg 768w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Students in Ding-ay Tadena’s data science class. \u003ccite>(Courtesy of Ding-ay Tadena)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">All of these skills will hopefully help students become better informed members of society. \u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC1092079008\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I think that’s the biggest gift that we can give students right now – no matter how we’re doing it – is to help them understand that there are data all around them, that those data have answers, that they come from people, and that the things that they are doing are generating data all over, and to give them the ability to start to feel empowered to work with this data themselves,” said Dorsey. \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cstrong>Subscribe to the MindShift Podcast in your favorite podcast app so you won’t miss a single episode. You can listen on \u003ca href=\"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985\">Apple Podcasts\u003c/a>, \u003ca href=\"https://play.google.com/music/listen?u=0#/ps/I4hhfs3azg3avjzbuowzeal5sze\">Google Podcasts\u003c/a>, \u003ca href=\"https://www.npr.org/podcasts/464615685/mind-shift-podcast\">NPR One\u003c/a>, \u003ca href=\"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx\">Spotify\u003c/a>, \u003ca href=\"https://www.stitcher.com/podcast/kqed/stories-teachers-share\">Stitcher\u003c/a> or wherever you get your podcasts. \u003c/strong>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>You can listen to this episode of the MindShift Podcast on \u003cstrong>\u003ca href=\"https://podcasts.apple.com/us/podcast/could-data-science-diversify-the-stem-field/id1078765985?i=1000532256214\">Apple Podcasts\u003c/a>, \u003ca href=\"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5/episode/NjA5YWUxMDAtMTRkNS0xMWVjLTkyZGQtZmJmZThkOWZiZGY5?sa=X&ved=0CAcQkfYCahcKEwigsp2Qp__yAhUAAAAAHQAAAAAQcQ&hl=en\">Google Podcasts\u003c/a>, \u003ca href=\"https://www.npr.org/podcasts/464615685/mind-shift-podcast\">NPR One\u003c/a>, \u003ca href=\"https://open.spotify.com/episode/2HCGMMmYrXNYHTl0Hro7DW?si=VTdbD-qCSZmoHdSJ0IFcUw&dl_branch=1\">Spotify\u003c/a>, \u003c/strong>\u003ca href=\"https://www.stitcher.com/show/stories-teachers-share/episode/could-data-science-diversify-the-stem-field-86155696\">\u003cstrong>Stitcher\u003c/strong>\u003c/a> or wherever you get your podcasts.\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are many reasons students don’t like math: stressful timed tests, right and wrong answers, \u003ca href=\"https://www.kqed.org/mindshift/45012/how-a-strengths-based-approach-to-math-redefines-who-is-smart\">isolated work\u003c/a>, math \u003ca href=\"https://www.kqed.org/mindshift/52749/how-to-make-sure-your-math-anxiety-doesnt-make-your-kids-hate-math\">anxiety\u003c/a> learned from adults around you.\u003c/span>\u003cspan style=\"font-weight: 400\"> A 2012 PISA \u003c/span>\u003ca href=\"https://www.oecd.org/pisa/keyfindings/PISA2012-Vol3-Chap4.pdf\">\u003cspan style=\"font-weight: 400\">survey\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> found that one third of high school students feel helpless and emotionally stressed when doing math. And if you don’t see people who look like you succeeding in a subject or a field, it can be isolating, especially for young people. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“\u003c/span>\u003cspan style=\"font-weight: 400\">Something that’s really important, particularly for adolescents and high school students, is that they feel a sense of belonging inside STEM,” said Stanford maths education professor Jo Boaler. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.hewlett.org/wp-content/uploads/2016/08/Academic_Mindsets_as_a_Critical_Component_of_Deeper_Learning_CAMILLE_FARRINGTON_April_20_2013.pdf\">\u003cspan style=\"font-weight: 400\">R\u003c/span>\u003c/a>\u003ca href=\"https://www.hewlett.org/wp-content/uploads/2016/08/Academic_Mindsets_as_a_Critical_Component_of_Deeper_Learning_CAMILLE_FARRINGTON_April_20_2013.pdf\">\u003cspan style=\"font-weight: 400\">esearchers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> have found that a sense of belonging helps students succeed, in part because feeling like you’re a part of a community of learners is a powerful motivator to do well. “And unfortunately, a lot of students do not feel that they belong inside traditional high school maths classes,” said Boaler.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But there is one subject that students, including those who are math confident, enjoy learning: data science. As of 2020, \u003c/span>\u003ca href=\"https://edsource.org/2020/university-of-california-expands-list-of-courses-that-meet-math-requirement-for-admission/643173\">\u003cspan style=\"font-weight: 400\">data science is accepted math coursework\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for University of California and Cal State University’s A-G requirements, so students might see it offered in more schools.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Over the last decade, teams of teachers, researchers and academics have been developing data science curriculum and tools for the classroom, and having a modern approach to teaching is resonating with students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s kind of a unique opportunity because there wasn’t a high school data science course before,” said Suyen Machado, director of the \u003c/span>\u003ca href=\"https://www.idsucla.org/\">\u003cspan style=\"font-weight: 400\">Introduction to Data Science\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> program, which was started as a partnership between UCLA and the Los Angeles Unified School District nearly ten years ago. The program was funded with a National Science Foundation grant to increase the amount of students going into STEM careers and to bring computational and statistical thinking to underrepresented high school students, according to Machado. \u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC1092079008\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Engaging lessons that are inquiry driven, student driven and collaborative are really well suited for underrepresented groups, and you will find all of that in our \u003c/span>\u003ca href=\"https://curriculum.idsucla.org/\">\u003cspan style=\"font-weight: 400\">curriculum\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. And they’re good for students in general,” Machado said. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>REAL WORLD USES\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The data science curriculum gives students opportunities to look at real data instead of abstract formulas. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s just so much fun,” said \u003c/span>\u003cspan style=\"font-weight: 400\">James Molyneux, a professor at Oregon State University who was involved in the development of IDS. For example, students can collect their data and compare themselves to larger government data sets, like the American \u003c/span>\u003ca href=\"https://www.bls.gov/news.release/pdf/atus.pdf\">\u003cspan style=\"font-weight: 400\">Time Use Survey\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from the Bureau of Labor Statistics. Students can measure how much time they spend grooming, eating, being with family and consuming social media, according to Molyneux. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_58333\" class=\"wp-caption alignnone\" style=\"max-width: 1024px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-58333\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/IMG_9804.jpg\" alt=\"\" width=\"1024\" height=\"629\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2021/08/IMG_9804.jpg 1024w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/08/IMG_9804-800x491.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/08/IMG_9804-1020x627.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/08/IMG_9804-160x98.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/08/IMG_9804-768x472.jpg 768w\" sizes=\"(max-width: 1024px) 100vw, 1024px\">\u003cfigcaption class=\"wp-caption-text\">A snapshot of students in Ding-ay Tadena’s class. \u003ccite>(Courtesy of Ding-ay Tadena)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Among students, there’s a growing interest in data sets, such as \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56450/how-culturally-relevant-teaching-can-build-relationships-while-students-are-home\">\u003cspan style=\"font-weight: 400\">pollution\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in \u003c/span>\u003ca href=\"https://iase-web.org/documents/papers/rt2016/Gould.pdf\">\u003cspan style=\"font-weight: 400\">school communities\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and which \u003c/span>\u003ca href=\"https://curriculum.idsucla.org/unit2/lab2e/\">\u003cspan style=\"font-weight: 400\">gender\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> character is most likely to survive a horror film. For IDS participants, the most popular data project involves \u003ca href=\"https://curriculum.idsucla.org/unit1/lesson6/\">snacks\u003c/a>. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It honestly made me more aware of what I was taking in and putting in my body,” said student Linda Solares of Leuzinger High School of the snack project. Not to worry, the unit is not about encouraging weight loss or anything. Students used the IDS app to track information like the amount of salt, sugar content, cost, number of ingredients or their reasons for eating.\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">“We’re in quarantine, \u003c/span>\u003cspan style=\"font-weight: 400\">we’re eating a lot more out of boredom and stuff. So honestly, it really helped me,” said Solares. “After I finished the survey, I was like, whoa,” she said, “I was really eating not so healthy.”\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://drive.google.com/file/d/0B1Nho2Ty0ZnYbE5wT1FCU2RtZExSN290WVJsM0htc0NqbzFn/view?resourcekey=0-VL7HSox62czWW_XB9gGXYw\">\u003cspan style=\"font-weight: 400\">Surveys\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of IDS students in LAUSD found that coding was the most challenging part of the course, but also, the most important skill students learned. Using programming tools, like RStudio, they persisted by trying over and over again to get their code right. And that helped boost confidence in their ability to problem solve. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The lab is a lesson for us to learn about the codes and how we can implement them in certain situations,” said Leuzinger student Peter Tran, who would \u003c/span>\u003ca href=\"https://curriculum.idsucla.org/table/\">\u003cspan style=\"font-weight: 400\">test\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> different variables against one another, like finding the most common time of day students ate unhealthy snacks. \u003c/span>\u003c/p>\n\u003cp>An important part of the data science curriculum is understanding privacy matters, and knowing how data is collected about people and used against them. This knowledge can help develop a person’s media literacy.\u003c/p>\n\u003cp>“There’s a lot of misinformation out there,” said Boaler. “Having students develop a critical perspective – that’s one of the things we can teach in data science. Be skeptical of data that’s put in front of you, ask questions of it, think about who put that data together, what purpose did they have for it.”\u003c/p>\n\u003ch2>\u003cb>LEARNING GETS MESSY\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The messiness of the data sets is part of the appeal for students; it’s what engages them in learning and not shying away from unknown outcomes, according to \u003ca href=\"https://concord.org/data-fluency/\">Concord Consortium\u003c/a>’s Chad Dorsey. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s almost sort of pre-chewed and preordained,” said Dorsey of traditional curriculum that doesn’t engage students. “And when we do that, we take a lot of the discovery away. We’re finding the value in putting students into the place of needing to ask and answer questions with data that might be ambiguous or that might have a missing value,” said Dorsey. As part of an NSF grant, the group developed the free CODAP tool so teachers can integrate data skills into their classes, such as science. The group also provides teachers with professional development. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We’re finding the value of putting students in the driver’s seat to do the exploration themselves, to uncover new things in the data that maybe the teachers didn’t understand was there in the first place and where students are finding something different than their neighbors,” said Dorsey.\u003c/span>\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/nAwu2x6HPNg'\n title='//www.youtube.com/embed/nAwu2x6HPNg'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">For Leuzinger High School IDS t\u003c/span>\u003cspan style=\"font-weight: 400\">eacher Ding-ay Tadena, that has meant giving students agency over the topics they want to investigate, such as sports. “They learn how to think deeper and then use these math skills and eventually they love it,” says Tadena, who has seen students of all math levels succeed in data science. She says that in data science class, students see themselves as more than the math track they’re in. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It taught them how to dream bigger rather than just being profiled as lower performing in terms of math,” she said. “And that is the beauty of it because you teach them how to code, how to do this data, how to scrape data from the internet and push it in R in the field that interests them.” Tadena, who has been teaching math for about two decades, says data science is in many ways a re\u003c/span>\u003cspan style=\"font-weight: 400\">spite for math teachers like herself who are looking for ways to engage their students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The students are so interested,” Tadena said. “They’re so into it.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For science teacher \u003c/span>\u003ca href=\"https://concord.org/blog/never-stop-learning/\">\u003cspan style=\"font-weight: 400\">Emerlyn Gatchalian\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, having Concord Consortium’s CODAP tool makes understanding the periodic table easier for some of her students. “They’re looking at the different properties of elements in the periodic table using data like the atomic size, ionic size,” she said. “Because they’re using data using CODAP, it’s so easy for them to look for patterns and trends and make them feel that they can actually understand and interpret data instead of using all the equations that they’re learning in math.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For high school special education teacher \u003c/span>\u003ca href=\"https://concord.org/blog/the-science-teacher-accessible-physics-for-all/\">\u003cspan style=\"font-weight: 400\">Michelle Murtha\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, students’ ability to graph their data using digital tools helped them understand it. “Sometimes, graphing itself is so hard for the students. But because the program helps them through it,” she said, “they’re able to actually see the graph. And for us, that’s more important, so they can actually analyze the data versus, ‘can you plot this point?’”\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>REDEFINING HIGH SCHOOL\u003c/strong>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When Emilio Jaime was a student at Phineas Banning High School, he was on track to take AP Calculus his senior year. He had been confident about math throughout school, but decided to take IDS based on a teacher’s suggestion. Plus, one less AP class would help ease his senior year course load. \u003c/span>\u003c/p>\n\u003cp>\u003cb>\u003c/b>“I decided to let go of calculus and took on IDS, which I’m so glad I did, because I guess I was just scared because it wasn’t the norm that students were doing,\u003cem>” \u003c/em>said Jaime, who graduated from UC Berkeley last spring.\u003c/p>\n\u003cfigure id=\"attachment_58348\" class=\"wp-caption alignnone\" style=\"max-width: 1136px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-58348\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/Emilio-Jaime-2.png\" alt=\"\" width=\"1136\" height=\"1702\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2021/08/Emilio-Jaime-2.png 1136w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/08/Emilio-Jaime-2-800x1199.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/08/Emilio-Jaime-2-1020x1528.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/08/Emilio-Jaime-2-160x240.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/08/Emilio-Jaime-2-768x1151.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/08/Emilio-Jaime-2-1025x1536.png 1025w\" sizes=\"(max-width: 1136px) 100vw, 1136px\">\u003cfigcaption class=\"wp-caption-text\">Emilio Jaime \u003ccite>(Courtesy of Emilio Jaime)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">What he liked about data science was the ability to play with formulas and not feel limited by right and wrong answers that were the hallmark of his math education. “This is how the formula is, and this is the answer, and there is a wrong answer,” he said of his earlier relationship to math. But data science was more fluid. “On our projects, I tried so many different graphs and so many different solutions to try to create so many different conclusions.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I think IDS and data science really allows students to try different things without being scared to fail,” he said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">IDS trains teachers across the country and abroad on how to teach data science as a course. It’s one of several programs, including ones operated by the \u003ca href=\"https://concord.org/data-fluency/\">Concord Consortium\u003c/a> and Boaler’s \u003ca href=\"https://www.youcubed.org/resource/data-literacy/\">YouCubed\u003c/a>. The outcome of getting more underrepresented students in the STEM field has yet to be seen. But for now, these educators are shifting students’ experiences with STEM to increase the odds that they’ll stay. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_58330\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-58330\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/IMG_9812.jpg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2021/08/IMG_9812.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/08/IMG_9812-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/08/IMG_9812-768x576.jpg 768w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Students in Ding-ay Tadena’s data science class. \u003ccite>(Courtesy of Ding-ay Tadena)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">All of these skills will hopefully help students become better informed members of society. \u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC1092079008\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I think that’s the biggest gift that we can give students right now – no matter how we’re doing it – is to help them understand that there are data all around them, that those data have answers, that they come from people, and that the things that they are doing are generating data all over, and to give them the ability to start to feel empowered to work with this data themselves,” said Dorsey. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Subscribe to the MindShift Podcast in your favorite podcast app so you won’t miss a single episode. You can listen on \u003ca href=\"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985\">Apple Podcasts\u003c/a>, \u003ca href=\"https://play.google.com/music/listen?u=0#/ps/I4hhfs3azg3avjzbuowzeal5sze\">Google Podcasts\u003c/a>, \u003ca href=\"https://www.npr.org/podcasts/464615685/mind-shift-podcast\">NPR One\u003c/a>, \u003ca href=\"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx\">Spotify\u003c/a>, \u003ca href=\"https://www.stitcher.com/podcast/kqed/stories-teachers-share\">Stitcher\u003c/a> or wherever you get your podcasts. \u003c/strong>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "How to Build Students’ Math Confidence With Culturally Sustaining Teaching Practices",
"headTitle": "How to Build Students’ Math Confidence With Culturally Sustaining Teaching Practices | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400;\">“I’m not a math person.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">It’s something that educators hear from students in classes, children express to caregivers as they start homework and even adults say to each other when it’s time to calculate the tip for lunch. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Where did all of these “not math people” come from?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“There’s a lot of people right now who have been given permission to be innumerate because society has deemed innumeracy as OK,” says New York-based math educator José\u003c/span>\u003cspan style=\"font-weight: 400;\"> Vilson. “Because as long as you’re not a math person, then it’s perfectly fine to fail at math.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Dr. Cathery Yeh believes people began distancing themselves from math when they started associating math with memorization. She taught elementary school in Los Angeles and currently teaches graduate education students at Chapman University. “When I ask anybody to close their eyes and think about what math means, they’ll often say the timed test that they started taking in third grade,” says Yeh. “It was really around speed and doing a lot of problems repeatedly.”\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">According to Yeh, these tests and other teaching techniques that rely on memorization give children a very narrow view of what math is. When math seems disconnected from everyday life, it makes it easy for \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56637/math-anxiety-is-real-heres-how-to-help-your-child-avoid-it\">\u003cspan style=\"font-weight: 400;\">students to claim it’s not their thing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. Instead, highlighting math’s connection to concrete examples and \u003ca href=\"https://www.kqed.org/mindshift/55961/how-sidewalk-math-cultivates-a-playful-curious-attitude-towards-math\">students’ everyday context\u003c/a> communicates that math is all over the place. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“There’s still a lot of work that needs to be done in the way of trying to make sure that people understand how critical math is because math really is everywhere,” says Vilson. “It’s just a matter of how we contextualize it in our society.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_58017\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-58017\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/06/math-classrooms-as-a-learning-lab-800x600.jpeg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2021/06/math-classrooms-as-a-learning-lab-800x600.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/06/math-classrooms-as-a-learning-lab-1020x765.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/06/math-classrooms-as-a-learning-lab-160x120.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/06/math-classrooms-as-a-learning-lab-768x576.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/06/math-classrooms-as-a-learning-lab-1536x1152.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/06/math-classrooms-as-a-learning-lab-1920x1440.jpeg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/06/math-classrooms-as-a-learning-lab.jpeg 2048w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Transforming the math classroom into a learning lab \u003ccite>(Cathery Yeh)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch2>\u003cspan style=\"font-weight: 400;\">Learning isn’t linear, it’s embedded\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Math can be intimidating to students because it seems like if they fall behind it’s nearly impossible to catch up. On top of that, Vilson says that many teachers suggest that students drop classes if they are not keeping up with the pace of the curriculum. Instead, he encourages teachers to rethink how students learn. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“Learning is not linear,” says Vilson. “So much of how we discuss math assumes that everybody picked up every single standard along the way.” Most schools have students progress through math courses in stages – algebra 1, geometry, algebra 2 and trigonometry. However, Yeh says this means teachers are missing out on opportunities for students to understand how math principles naturally work together.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“Adding fractions is a fourth grade goal and multiplying fractions is a fifth grade goal. If they’re both doing it and you’re connecting across the two, that allows everybody access to grade level content. They get to see the integrated connection between these two operations.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Yeh also relies on culturally sustaining pedagogy to help students see how math principles work together and are intertwined with their everyday lives. During the first week of school, Yeh encourages Chapman teachers to ask students to interview a member of their family in their native language about how they use math in their daily life. When children bring these answers back to school, Yeh and student teachers create math lessons that align how the parents used math with what students were learning in class.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Students were able to broaden their idea of who can be a mathematician and what mathematics can be. Yeh would even invite family and community members to come to co-teach math lessons from their authentic experience.\u003c/span>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"Sopa de Números\" width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/cAH1ESiy_bU?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400;\">Using mini-scaffolds to build confidence\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">In order to meet students where they are at in their learning, Vilson uses a ground up approach to find where learners need support. When he gives an assignment based on a new concept, he’ll walk around the classroom to identify students that need help. Then, he’ll ask students questions starting with “Tell me what you know.” He calls this finding “mini-scaffolds.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“The bottom is ‘I don’t get it at all,’” says Vilson of when he’s working with a student that isn’t yet able to fully grasp foundational concepts. “If that’s the case. Then I build from there. But \u003c/span>\u003cspan style=\"font-weight: 400;\">I’m asking questions that continually go down until I get to that point,” he says. He walks away when students no longer need help so that students build confidence as they finish completing the problem on their own.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">For example, Vilson has a favorite activity where students construct a model and calculate scale to figure out how planets are positioned in outer space. Students will start out by making estimates based on what they already know. After introducing some of the principles of scientific notation, Vilson will give students a few numbers to work from. As students rethink what the solar system looks like based on new numbers, he’ll guide students who need extra support with questions like “Are the planets all evenly spaced out?” and “How big are the planets compared to one another?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“Kids can get closer and closer to the actual true right answer if we just keep working with them and allow them to get to that,” says Vilson. “You don’t hear things like ‘I don’t get it.’ You hear things like ‘Oh, we’ll figure it out together’\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Additionally, Vilson is always trying to model how to react to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57413/how-some-mistakes-can-be-generative-for-teachers-and-students-alike\">\u003cspan style=\"font-weight: 400;\">wrong answers and mistakes\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. “If a kid tells you something like ‘Two thirds is equal to three fourths because I added one above and below.’ I say, ‘I see that you’re trying to make a pattern here.’ And then you start interrogating.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">He’ll ask the class \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/44726/how-productive-failure-for-students-can-help-lessons-stick\">\u003cspan style=\"font-weight: 400;\">questions about the problem that will lead them towards the right answer\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. In this case, he may even guide the students through making different representations of two thirds and three fourths, by drawing it out. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“It’s not like I told them it was wrong. I said, ‘Here’s a different path that you may consider.’”\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400;\">Pathways for discussing math\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Developing confidence in the math classroom helps students apply math principles anywhere they go. “I think those experiences allow for people to say math is wherever you need it to be. And is it exactly the same math? No, not exactly. But it activates the part of your brain that allows you to move around the world pretty quickly,” says Vilson.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">It’s easy to dwell on bad experiences, but most people have felt the magical lightbulb moment in their brain when they’ve figured out how to solve a math problem. Vilson wants math educators to identify pathways that help math click for more students so that they no longer feel as if their race, class or gender has any bearing on their math ability. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">When the subject matter starts to feel abstract, Vilson works with his students to identify models that can be replicated in other contexts. He tells students to take their geometry knowledge into looking at maps or navigating public transportation in new cities and encourages students to think of how many math principles they rely on to calculate a 20 percent tip. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Vilson says,“They’re able to participate in a whole different way. They’re able to articulate their answers in a different way. They feel empowered by the things that they’re doing.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_58016\" class=\"wp-caption alignnone\" style=\"max-width: 794px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-58016\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/06/Number-String.jpeg\" alt=\"\" width=\"794\" height=\"756\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2021/06/Number-String.jpeg 794w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/06/Number-String-160x152.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/06/Number-String-768x731.jpeg 768w\" sizes=\"(max-width: 794px) 100vw, 794px\">\u003cfigcaption class=\"wp-caption-text\">Poster of number strings from one of Cathery Yeh’s student teachers \u003ccite>(Cathery Yeh)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Yeh relies on real life examples to engage students. If she’s working on dividing by fractions with students, she won’t just ask, “What is two divided by one half?” Instead she might say something like, “The family has two loaves of bread and they only want to eat half a day. How many days would two loaves last?” Students appreciate this accessible entry point into what is sometimes a tricky math unit.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“They get to do math and problem solve, then we go and connect it to the equation itself. Those things are ensuring deep learning and also responsive learning,” says Yeh. “I’m valuing and honoring students’ experiences and also applying mathematics to understanding and investigating meaningful situations in their lives.”\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>MindShift is part of KQED, a non-profit NPR and PBS member station in San Francisco, CA. The text of this specific article is available to republish for noncommercial purposes under a Creative Commons \u003ca href=\"https://creativecommons.org/licenses/by-nc-nd/4.0/\">CC BY-NC-ND 4.0\u003c/a> license, thanks to support from the William and Flora Hewlett Foundation.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400;\">“I’m not a math person.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">It’s something that educators hear from students in classes, children express to caregivers as they start homework and even adults say to each other when it’s time to calculate the tip for lunch. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Where did all of these “not math people” come from?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“There’s a lot of people right now who have been given permission to be innumerate because society has deemed innumeracy as OK,” says New York-based math educator José\u003c/span>\u003cspan style=\"font-weight: 400;\"> Vilson. “Because as long as you’re not a math person, then it’s perfectly fine to fail at math.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Dr. Cathery Yeh believes people began distancing themselves from math when they started associating math with memorization. She taught elementary school in Los Angeles and currently teaches graduate education students at Chapman University. “When I ask anybody to close their eyes and think about what math means, they’ll often say the timed test that they started taking in third grade,” says Yeh. “It was really around speed and doing a lot of problems repeatedly.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">According to Yeh, these tests and other teaching techniques that rely on memorization give children a very narrow view of what math is. When math seems disconnected from everyday life, it makes it easy for \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56637/math-anxiety-is-real-heres-how-to-help-your-child-avoid-it\">\u003cspan style=\"font-weight: 400;\">students to claim it’s not their thing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. Instead, highlighting math’s connection to concrete examples and \u003ca href=\"https://www.kqed.org/mindshift/55961/how-sidewalk-math-cultivates-a-playful-curious-attitude-towards-math\">students’ everyday context\u003c/a> communicates that math is all over the place. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“There’s still a lot of work that needs to be done in the way of trying to make sure that people understand how critical math is because math really is everywhere,” says Vilson. “It’s just a matter of how we contextualize it in our society.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_58017\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-58017\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/06/math-classrooms-as-a-learning-lab-800x600.jpeg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2021/06/math-classrooms-as-a-learning-lab-800x600.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/06/math-classrooms-as-a-learning-lab-1020x765.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/06/math-classrooms-as-a-learning-lab-160x120.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/06/math-classrooms-as-a-learning-lab-768x576.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/06/math-classrooms-as-a-learning-lab-1536x1152.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/06/math-classrooms-as-a-learning-lab-1920x1440.jpeg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/06/math-classrooms-as-a-learning-lab.jpeg 2048w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Transforming the math classroom into a learning lab \u003ccite>(Cathery Yeh)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch2>\u003cspan style=\"font-weight: 400;\">Learning isn’t linear, it’s embedded\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Math can be intimidating to students because it seems like if they fall behind it’s nearly impossible to catch up. On top of that, Vilson says that many teachers suggest that students drop classes if they are not keeping up with the pace of the curriculum. Instead, he encourages teachers to rethink how students learn. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“Learning is not linear,” says Vilson. “So much of how we discuss math assumes that everybody picked up every single standard along the way.” Most schools have students progress through math courses in stages – algebra 1, geometry, algebra 2 and trigonometry. However, Yeh says this means teachers are missing out on opportunities for students to understand how math principles naturally work together.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“Adding fractions is a fourth grade goal and multiplying fractions is a fifth grade goal. If they’re both doing it and you’re connecting across the two, that allows everybody access to grade level content. They get to see the integrated connection between these two operations.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Yeh also relies on culturally sustaining pedagogy to help students see how math principles work together and are intertwined with their everyday lives. During the first week of school, Yeh encourages Chapman teachers to ask students to interview a member of their family in their native language about how they use math in their daily life. When children bring these answers back to school, Yeh and student teachers create math lessons that align how the parents used math with what students were learning in class.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Students were able to broaden their idea of who can be a mathematician and what mathematics can be. Yeh would even invite family and community members to come to co-teach math lessons from their authentic experience.\u003c/span>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"Sopa de Números\" width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/cAH1ESiy_bU?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400;\">Using mini-scaffolds to build confidence\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">In order to meet students where they are at in their learning, Vilson uses a ground up approach to find where learners need support. When he gives an assignment based on a new concept, he’ll walk around the classroom to identify students that need help. Then, he’ll ask students questions starting with “Tell me what you know.” He calls this finding “mini-scaffolds.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“The bottom is ‘I don’t get it at all,’” says Vilson of when he’s working with a student that isn’t yet able to fully grasp foundational concepts. “If that’s the case. Then I build from there. But \u003c/span>\u003cspan style=\"font-weight: 400;\">I’m asking questions that continually go down until I get to that point,” he says. He walks away when students no longer need help so that students build confidence as they finish completing the problem on their own.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">For example, Vilson has a favorite activity where students construct a model and calculate scale to figure out how planets are positioned in outer space. Students will start out by making estimates based on what they already know. After introducing some of the principles of scientific notation, Vilson will give students a few numbers to work from. As students rethink what the solar system looks like based on new numbers, he’ll guide students who need extra support with questions like “Are the planets all evenly spaced out?” and “How big are the planets compared to one another?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“Kids can get closer and closer to the actual true right answer if we just keep working with them and allow them to get to that,” says Vilson. “You don’t hear things like ‘I don’t get it.’ You hear things like ‘Oh, we’ll figure it out together’\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Additionally, Vilson is always trying to model how to react to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57413/how-some-mistakes-can-be-generative-for-teachers-and-students-alike\">\u003cspan style=\"font-weight: 400;\">wrong answers and mistakes\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. “If a kid tells you something like ‘Two thirds is equal to three fourths because I added one above and below.’ I say, ‘I see that you’re trying to make a pattern here.’ And then you start interrogating.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">He’ll ask the class \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/44726/how-productive-failure-for-students-can-help-lessons-stick\">\u003cspan style=\"font-weight: 400;\">questions about the problem that will lead them towards the right answer\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. In this case, he may even guide the students through making different representations of two thirds and three fourths, by drawing it out. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“It’s not like I told them it was wrong. I said, ‘Here’s a different path that you may consider.’”\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400;\">Pathways for discussing math\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Developing confidence in the math classroom helps students apply math principles anywhere they go. “I think those experiences allow for people to say math is wherever you need it to be. And is it exactly the same math? No, not exactly. But it activates the part of your brain that allows you to move around the world pretty quickly,” says Vilson.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">It’s easy to dwell on bad experiences, but most people have felt the magical lightbulb moment in their brain when they’ve figured out how to solve a math problem. Vilson wants math educators to identify pathways that help math click for more students so that they no longer feel as if their race, class or gender has any bearing on their math ability. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">When the subject matter starts to feel abstract, Vilson works with his students to identify models that can be replicated in other contexts. He tells students to take their geometry knowledge into looking at maps or navigating public transportation in new cities and encourages students to think of how many math principles they rely on to calculate a 20 percent tip. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Vilson says,“They’re able to participate in a whole different way. They’re able to articulate their answers in a different way. They feel empowered by the things that they’re doing.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_58016\" class=\"wp-caption alignnone\" style=\"max-width: 794px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-58016\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/06/Number-String.jpeg\" alt=\"\" width=\"794\" height=\"756\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2021/06/Number-String.jpeg 794w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/06/Number-String-160x152.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/06/Number-String-768x731.jpeg 768w\" sizes=\"(max-width: 794px) 100vw, 794px\">\u003cfigcaption class=\"wp-caption-text\">Poster of number strings from one of Cathery Yeh’s student teachers \u003ccite>(Cathery Yeh)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Yeh relies on real life examples to engage students. If she’s working on dividing by fractions with students, she won’t just ask, “What is two divided by one half?” Instead she might say something like, “The family has two loaves of bread and they only want to eat half a day. How many days would two loaves last?” Students appreciate this accessible entry point into what is sometimes a tricky math unit.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“They get to do math and problem solve, then we go and connect it to the equation itself. Those things are ensuring deep learning and also responsive learning,” says Yeh. “I’m valuing and honoring students’ experiences and also applying mathematics to understanding and investigating meaningful situations in their lives.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>MindShift is part of KQED, a non-profit NPR and PBS member station in San Francisco, CA. The text of this specific article is available to republish for noncommercial purposes under a Creative Commons \u003ca href=\"https://creativecommons.org/licenses/by-nc-nd/4.0/\">CC BY-NC-ND 4.0\u003c/a> license, thanks to support from the William and Flora Hewlett Foundation.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
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"marketplace": {
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"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
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"masters-of-scale": {
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},
"mindshift": {
"id": "mindshift",
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"order": 12
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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"morning-edition": {
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"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
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"onourwatch": {
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"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
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"order": 11
},
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"on-the-media": {
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"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
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},
"link": "/radio/program/on-the-media",
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},
"pbs-newshour": {
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"tuneIn": "https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/",
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},
"perspectives": {
"id": "perspectives",
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"order": 14
},
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"planet-money": {
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"info": "The economy explained. Imagine you could call up a friend and say, Meet me at the bar and tell me what's going on with the economy. Now imagine that's actually a fun evening.",
"airtime": "SUN 3pm-4pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/planetmoney.jpg",
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},
"link": "/radio/program/planet-money",
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"apple": "https://itunes.apple.com/us/podcast/planet-money/id290783428?mt=2",
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},
"politicalbreakdown": {
"id": "politicalbreakdown",
"title": "Political Breakdown",
"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
"airtime": "THU 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Political-Breakdown-2024-Podcast-Tile-703x703-1.jpg",
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"order": 5
},
"link": "/podcasts/politicalbreakdown",
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"amazon": "https://music.amazon.com/podcasts/e0c2d153-ad36-4c8d-901d-f1da6a724824/political-breakdown",
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"possible": {
"id": "possible",
"title": "Possible",
"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
"airtime": "SUN 2pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.possible.fm/",
"meta": {
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"source": "Possible"
},
"link": "/radio/program/possible",
"subscribe": {
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"spotify": "https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"
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},
"pri-the-world": {
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