LY-MathLN Call to Action: Recommendation 6
The Launch Years Math Organizations Leadership Network (LY-MathLN) has curated a list of resources and brief facilitation notes to help implement the Call to Action and Recommendations.
Recommendation 6: Promote Equitable Partnerships
Promote equitable partnerships among education professionals, students, families, and the community to ensure that all stakeholders understand and are invested in students’ options and growth.
When Recommendation 6 is enacted, students, families, and community stakeholders will be visible and valued as partners in the educational process in both formal and informal settings and will be knowledgeable about a variety of career pathways.
Each listed resource below includes:
- Brief description with links to related resources
- Resource type (Informational resource; Tool to guide implementation; Example of program)
- Primary audiences (Mathematics and Statistics Education Community; General Education Community; Students, Families, and Community Stakeholders)
- Location of resource (How to access or purchase)
Resources and Tools to Enact Recommendation 6: Promote Equitable Partnerships
NCTM’s Principles to Actions | Principles to Actions outlines specific research-based teaching practices that are essential for a high-quality mathematics education for each and every student. These teaching practices focus on pedagogy that incorporates student thinking and identities. NCTM’s Principles to Actions Professional Learning Toolkit provides guidance and resources (for purchase and open source) to teachers, mathematics coaches, administrators, parents, and policymakers.
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Louisiana Department of Education, K–12 Math Planning Resources | The Louisiana Department of Education offers examples of support structures and resources to address unfinished learning, learning acceleration, and help for students who struggle. There are also several resources for implementing intensive Algebra 1. The resources are aligned to several curriculum programs and include print and video materials. In addition, self-paced learning modules are available for teacher professional development.
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Three Ways Being a “Warm Demander” Is Culturally Responsive and Supports Students’ Mathematical Identity and Agency | This article provides an overview of pedagogical strategies that support students in developing their mathematical identities. By engaging in formative assessments, educators can identify students’ needs and provide targeted interventions.
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Continuing the Journey: Mathematics Learning 2021 and Beyond | With this resource, NCTM, NCSM, and ASSM guide leaders and teachers in creating an environment for safe and supportive mathematics teaching and learning. This joint effort promotes a school structure that eliminates, rather than solidifies, challenges for all students. Facilitators are encouraged to use Table 5 Mathematics Teaching and Advocacy Practices and Table 6 Planning to Advocate to focus on the inclusion of families and community stakeholders in professional learning partnerships.
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Improving Student Achievement | These NCSM position papers provide educators the critical actions that lead to improved student achievement in mathematics. The collection of papers addresses a range of topics related to equitable structures and practices that have evidence of moving students towards their learning goals.
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Universal Design for Learning Framework | The Universal Design for Learning (UDL) is a framework designed to improve and optimize teaching and learning for all students. The UDL Guidelines support teachers in identifying and responding to student needs and parents/caregivers in supporting students’ learning.
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Family Guides to Support Learning | This succinct resource provides parents and caregivers support in understanding the most important math content for their secondary mathematics learner. The guide includes: What High Schoolers Are Learning; Talking About Math with Your High Schooler; Education Words; Tips for Talking with Teachers; and Connecting Classrooms to Careers. Educators can also use this resource.
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