May 18, 2021Learning, Learning Environment, Psychologyby Math for All

Learning and the Pandemic

There has been much media coverage recently about “learning loss” that has occurred during the pandemic. Such reports often reference studies that have attempted to predict or measure student performance in reading and mathematics using common assessment instruments such as the NWEA Map Test (e.g., Kuhfeld et al., 2020) or iReady (Curriculum Associates, 2021). Findings show that, compared to previous school years, students perform lower on these assessments in both reading and mathematics. These studies also show that the most marginalized students are disproportionally affected, with drops in performance being greater for the lowest performing students, and for students attending schools that serve a majority of Black and Latinx students or schools in low-income zip codes.

The Importance of Emotionally Supportive Learning Environments in Mathematical Engagement

As the saying goes, “Maslow before Bloom.” These three words sum up decades of research that show how a sense of physical and emotional safety is the foundation for the development of social, emotional, and academic competencies. Learning environments that are emotionally supportive are associated with a variety of positive outcomes in mathematics classrooms, such as improved mathematics achievement, greater engagement, greater effort, and less fear of making mistakes.

Using Word Walls in Remote Mathematics Classrooms

Mathematics is full of specialized vocabulary and technical terms, and becoming familiar with mathematical language is an important part of learning in this subject. Word walls are valuable tools that teachers can use to support students’ use of mathematical language as they express their thinking when speaking and writing. Word walls are particularly helpful for multilingual learners who are learning English.

Rich Math Problems – Part 2

One of the underlying beliefs that guides Math for All is that in order to learn mathematics well, students must engage with rich problems. Rich problems allow ALL students, with a variety of neurodevelopmental strengths and challenges, to engage in mathematical reasoning and become flexible and creative thinkers about mathematical ideas. In this Math for All Updates, we review what rich problems are, why they are important, and where to find some ready to use. In a later Math for All Updates we will discuss how to create your own rich problems customized for your curriculum.

Rich Problems – Part 1

One of the underlying beliefs that guides Math for All is that in order to learn mathematics well, students must engage with rich problems. Rich problems allow ALL students, with a variety of neurodevelopmental strengths and challenges, to engage in mathematical reasoning and become flexible and creative thinkers about mathematical ideas. In this Math for All Updates, we review what rich problems are, why they are important, and where to find some ready to use. In a later Math for All Updates we will discuss how to create your own rich problems customized for your curriculum.

Accessible Mathematics Experiences for Remote Learning

We share seven tips to help you provide remote mathematics learning experiences that are accessible and meaningful for all students, including those with disabilities.

The Psychosocial Functions Take Precedence in the Pandemic: A Math for All Perspective

From live classrooms to lattices of faces on a screen, from close personal engagement to electronic communication, the pandemic has upended learning for students, teachers, and parents. Given these unexpected, perplexing, and disruptive changes, what can teachers do to maintain a learning environment that promotes a sense of belonging, safety, and security for their students? First, they need to care for themselves.

Math Anxiety is Real;
How Teachers Can Help Calm the Nerves

Math anxiety is more than just being nervous about math. It is characterized by feelings of panic, tension, and helplessness aroused by doing math or even just thinking about it (Ashcraft & Kirk, 2001). Researchers think that about 20 percent of the population suffers from it. But having mathematical anxiety does not mean that a student is not good at math. Even accomplished mathematicians, such as Laurent Schwartz and Maryam Mirzakhani, reported having suffered from it. Math anxiety is not the result of doing poorly in mathematics; rather, a student may do poorly in mathematics because they feel anxious about it.

Distilling What’s Important: A Less-is-More Approach for Working with Multilingual Learners

Making math and literacy instruction accessible to MLLs/ELLs is always a complex, challenging, yet rewarding endeavor. This is particularly the case during a pandemic, where we must present language virtually, over the phone, and within take-home packets for students and their families. These extraordinary circumstances provide opportunities to reflect on how we may design responsive, practical, and sustainable ways to support MLLs/ELLs remotely.

Interdisciplinary Lessons for Remote Learning

Planning for remote learning may require more flexibility than does planning lessons for our classrooms. Students are engaging in mathematics outside of school, where support may vary. In addition, access to materials, including technology, will vary from student to student. Interdisciplinary lessons are one way to address a variety of situations and needs during remote learning, and also present an opportunity that is enhanced by remote learning.

Author: Math for All