In many classrooms, math instruction still relies on an outdated model where teachers tell students exactly how to solve problems. While this may appear to be effective, it actually limits student learning, particularly for marginalized students who are often excluded from authentic problem-solving opportunities.
This approach disproportionately impacts students of color and those from underrepresented backgrounds. They are frequently assigned low-level, repetitive tasks based on misguided stereotypes about their abilities. As a result, these students are rarely given the opportunity to engage in the higher-order thinking needed for real-world problem solving. Even students who perform well in class can struggle to apply their math knowledge to unfamiliar or complex situations, while marginalized students are often left behind, missing out on meaningful math experiences.
Many teachers find it difficult to break free from these instructional patterns because they were taught this way themselves. Without targeted support and alternative strategies, schools will continue to see persistent achievement gaps, especially among marginalized math learners. While many educators and leaders recognize that the current approach isn’t working for all students, they often aren’t sure which practices are problematic or how to change them.
That’s why, each week, I will highlight a common traditional math practice that hinders student learning. I’ll explain why it’s problematic and offer more promising practices that create richer, more inclusive math experiences for all students.
Pamela Seda, Ph.D.
Copyright 2024 Seda Educational Consulting, LLC. All rights reserved.
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