In this strategy, students use mathematical discourse and geometry concepts to create a resolution to support food sustainability in a community. The purpose of the strategy is for students to apply their conceptual understanding of centroid, circumcenter, incenter, and orthocenter in real-world context.
The purpose of this strategy is to support educators in developing intentionality as they include culturally sustaining values in lesson design. It is important to consider identity, systems, hegemony (i.e., the economic, political, social, or cultural authority or influence of one group over another), and humanization (i.e. recognize the humanity) when developing curriculum.
The purpose of this strategy is to coach educators through the process of examining and rewriting lessons or units that promote authentic student representation, increase student engagement, and incorporate multiple perspectives through the lens of racial, cultural, gender, physical, and learning differences. Teachers will use an action plan to guide the process in constructing lessons and units.
In this strategy, students learn how to become critical listeners of multimedia content by engaging in a group listening task, engaging in independent critical listening, and then reflecting on the process of critical listening. This strategy can also be presented to staff during a professional learning session to plan culturally responsive lessons or during a coaching session.
This strategy provides instructions for teachers to arrange and facilitate math circles with students. In a math circle, teachers facilitate small groups of students who are engaging in short, culturally responsive-sustaining inquiry learning tasks, using mathematical vocabulary and problem-solving strategies. A math circle is a great strategy to get students engaged in mathematical discourse by positioning students as explorers of mathematical theories, reflective thinkers and doers of mathematics, and contributors to the study of mathematics through their applications to real-world contexts.
After teachers have participated in the process of connecting with students' communities, they can provide opportunities in class for students to highlight the cultural assets and resources of their communities that move student learning and support student well-being.