1. CHAPTER 6 Teaching Mathematics Equitably to All Children
Elementary and Middle School Mathematics Teaching Developmentally
Ninth Edition
Van de Walle, Karp and Bay-Williams
Developed by E. Todd Brown /Professor Emeritus University of Louisville

2. Mathematics for ALL Students
Addressing the needs of all means:
Students who are identified as having a disability
Students from different backgrounds
Students who are English language learners
Students who are mathematically gifted
Students who are unmotivated or need to build resilience

3. Two paths for making a task accessible to all students
Accommodation- response to the needs of the environment or learner i.e.
Write directions in larger font
Saying and printing the directions
Modification- changes the task to make it more accessible to the student i.e.
Break task into smaller components
Scaffold to the original task

4. Response to Intervention (RTI) Each tier represents a level of intervention with corresponding monitoring of results. How would progress monitoring inform you of the level of student needs?
Source: Scott, T., and Lane, H. (2001). Multi-Tiered Interventions in Academic and Social Contexts. Unpublished manuscript, University of Florida, Gainesville.

5. RTI in three phase lesson
Before- state lesson purpose, introduce new vocabulary, clarifies concepts from prior knowledge (graphic organizer) During- displays directions in chart, poster or list, provide guiding questions in a chart After- facilitate a discussion to highlight and make explicit the concepts and skills, summarize and list the key concepts as they relate to each other

6. Research-proven strategies for Tier 2 and 3 Students
Explicit strategy instruction
Assess student to know what to target
Model the strategy and self instructive prompts for student to use through the model
Teacher–led explanations highlight critical connection building and meaning making
Concrete, Semi-Concrete, Abstract (CSA) Sequence
Concrete representations
Semi- concrete- drawings or pictures
Abstract- numbers and symbols

7. Research proven strategies for Tier 2 and 3 Students cont.
Think-Alouds
Teacher verbalizes the thinking process steps from student starting point
Teacher identifies the reasoning by asking questions as they move through the process
Peer-Assisted Learning
Students learn best when placed in the role of apprentice
Used “as-needed” versus explicit strategy model

8. Teaching and Assessing Students with Learning Disabilities
Structure the environment
Centralize attention- face student and remove competing stimuli
Avoid confusion- word directions carefully and specifically
Create smooth transitions
Identify and Remove Potential Barriers
Help students remember- memory aids
Provide vocabulary and concept support
Vary task size

9. Teaching and Assessing Students with Learning Disabilities cont.
Provide clarity
Repeat the timeframe- repeat reminders of time left
Ask students to share their thinking- think-alouds or think-pair-share
Emphasize connections- provide visual representations
Adapt delivery mode- materials, images, and examples
Support organization of written work-tools and templates

10. Teaching and Assessing Students with Learning Disabilities cont.
Consider alternative assessments
Propose alternative products- verbal response scribed by someone else or electronically
Encourage self-monitoring and self-assessment
Consider feedback charts- monitoring their growth
Emphasize practice and summary
Consolidate ideas- study guides for review
Provide extra practice- carefully selected problems to use with manipulatives

11. Culturally & Ethnically Diverse Students
Mental mathematics is highly valued in other countries. Explain the differences between the two processes. Think about these questions- Will you require students to show steps disregarding the way they learned? Will you ask students to elaborate on how they did it? Will you have students show other students their way?

12. Culturally Responsive Instruction
Incorporate student identities Ensure shared power Honor use of native language Use content and language objectives Explicitly teach vocabulary
Focus on important mathematics
Make content relevant
Are mathematics presented meaningful and connected to other content?
What context can bring meaning?

13. Strategies for Mathematically Gifted Students
Strategies to Avoid
More of the same work
Giving free time to earlier finishers
Assigning gifted students to help struggling students
Pull-out opportunities
Independent enrichment on the computer
Strategies to Incorporate
Acceleration- curriculum compacting
Enrichment- group investigations, solving real problems
Sophistication-other numeral systems
Novelty-explore topics outside the curriculum

14. Creating Gender-Friendly Mathematics Classrooms
Equitable treatment of boys and girls- awareness
Equally call on and ask higher-level questions to males and females.
Provide opportunities for students to act out or model mathematical situations or concepts.
Encourage all students to be active participants.
Use collaboration.
Attend to the context of problems.
Ensure diverse characters in children’s literature used in mathematics instruction.
Discuss STEM careers to increase students’ interest in these fields.

15. Reducing Resistance and Building Resilience
Give students choices that capitalize on their unique strengths.
Nurture traits of resilience.
Make mathematics irresistible.
Give students leadership in their own learning.