Module 6: CRMM-� Final Reflection and Closure
NSF Award 2010269, 2008997, 2010202, 2010178 �Contact eqstemm@gmail.com
Facilitator Notes
Participant Pre-Work
Ask participants to collect all the photos they took from their enactment as they will be able to create a reflective collage to share.
Facilitator Pre-Work
The reflective collage can be done on poster paper or digitally on slides. If you intend to do a collage poster, print out some of the images of the modeling cycle and dimensions of CRMT so teachers can highlight these experiences of teaching and learning.
Our Culturally Relevant
Math Modeling
Journeys
We are going to create visual roadmaps of our journey with teaching math modeling this year.
Take 4 Index Cards.
On each index card, record 1 KEY MOMENT in your math modeling journey this year.
This could be a moment from one of our PD sessions, from your own planning, or from an activity you tried with students.
For each moment, describe what was happening with students and what was happening with your teaching (or your thinking about teaching).
Next, arrange these Key Moments in your math modeling journey on your poster.
As you work, make notes about what happened in between these moments. What did you learn? What happened in your classroom?
For each Key Moment, describe (on your poster):
For each key moment:
Where do you see connections to the modeling process?
Next, take 1 more index card and note NEXT STEPS in your math modeling journey.
My next steps are…..
Partner Sharing:
Find a partner from the other small group. �Share the key moments in your math modeling journey this year. Look for patterns and contrasts in your stories.
Interactive Gallery Walk:
Visit other posters and leave comments using post it notes.
Look for connections to your own experiences….
Whole Group Sharing:
Share your “Next Steps” for Math Modeling with the group.
(Re) Humanizing
Supporting creativity, broaden what counts as mathematical knowledge, and affirm positive math identities for all students
(Zavala & Aguirre, 2021)
Cultural and Community Funds of Knowledge
Helping students connect mathematics with relevant/authentic issues or situations in their lives
Student Thinking and Ideas
Creating opportunities to elicit, express, and build on student mathematical thinking in multiple ways (e.g., through gesture, pictures, words, symbols)
Affirming Multilingualism
Making space for multilingual learners (MLL) to be central participants in mathematics activities
(Zavala & Aguirre, 2021)
Cognitive Demand
Enabling all my students to closely explore and analyze math concepts(s), procedure(s), and problem-solving/reasoning strategies
Scaffolding
Up
Maintaining high rigor with high support for all students
Distributing Intellectual Authority
Distributing mathematics authority and make space for multiple forms of knowledge and communication
Analyzing and Taking Action
Supporting student use of mathematics to analyze, critique, and address power relationships and injustice in their lives
Disrupting Status and Power
Disrupt status differences, entrenched stereotypes and inequitable power relationships present in all mathematics classrooms
Culturally Responsive Math Teaching
I used to think… | Now I think … |
What areas/dimensions of the CRMT framework resonated with you? | What areas/dimensions of the CRMT framework are resonating with you now? |
What areas/dimensions of the CRMT framework stretched your practice? | What areas/dimensions of the CRMT framework are stretching your practice now? |