Equity

Mindfulness isn’t just about finding inner peace; it’s a dynamic tool that can revolutionize the way students engage with math, enrich their math identities, and simultaneously empower educators.

This presentation shares early-career math teachers’ conceptions of doing math gained through inquiry on the math practices and offers suggestions for how this might make teaching and learning math more inclusive.

I had changed structures in my classroom to try to make talk more equitable and give all students opportunities to participate in ways that felt authentic to them, but the physics content was still the physics content.

Status imbalances in student groups can affect participation and learning, with higher-status students often dominating discussions. By recognizing and addressing these imbalances, teachers can create a more inclusive classroom, encouraging all students to engage, share their reasoning, and take academic risks.

Raised in a Caribbean household, I perceived “What are you doing?” as judgment. This carried over to teaching, where I overemphasized correctness. Now, in professional development, I focus on fostering a broader view of “doing” in math and science, encouraging exploration and curiosity in students.