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.
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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.
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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.
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As you refine and reflect on remote learning, we encourage you and the teachers you work with to consider students’ mathematical identities and the potential impacts and opportunities related to them. Students’ mathematical identities drive how they engage with mathematics and how they interpret their mathematical experiences. In addition to one’s belief about their ability to do (or not to be able to do) mathematics, it also includes ideas such as which people (genders, races, etc.) are expected to do well at mathematics, and what kinds of behaviors (for example, speed) are valued when doing mathematics.
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