Rich Mathematics

As students settle into the 2021-2022 academic year, the world is still in the midst of a pandemic and continued uncertainty. We know that students’ school experience over the last 18 months has been challenging and that there is overwhelming worry among teachers that students have entered their mathematics classrooms without exposure to and/or mastery of previous grade-level mathematical skills and concepts. While there is a great deal of variability in the learning students have brought with them and significant unpredictability about more school disruptions to the school year, one thing is certain: schools need to address students’ unfinished learning while engaging the whole child in grade-level content.
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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.
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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.
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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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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.

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