Nancy Sattler

ABSOLUTELY and I love your varied and diverse approaches to Equity.

This is a one data point story but I would like to share.

When I transferred the ideas and intents of Math Talk to my college algebra classes, one semester a young man came to me after the class was over. He said he was working through his degree with mediocre results and had lost interest in the education process he was (his words) trapped in.

Through the group work we did, he continued, he met a young woman who lived near the school and learned more about her in her conversations. He was amazed... he said his parents were paying for school, and he lived at home so he did not need to pay rent. She was a single Mom with two children, worked two PT jobs, and was raising her children alone. The young man continued that he was shamed. He felt he had not appreciated his parents' support or their funding of his education and housing, and he thought himself a slacker. He was so impressed by the young woman, her strength, and dedication to her education, and family, and he admired her courage.

I asked him if he had told her that, and he said he had. He added he loved the discussions in class and having a math solution partner in class made him feel accountable to someone so his attendance improved, as did his grades. Several years later at graduation, I saw he graduated in Nuclear Medicine.

I really believe this is how we change attitudes and outcomes in diversity and many other areas of consideration. One student at a time.

Ruth

Thank you for your question

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Ruth Collins

Professor of mathematics education

Retired but still teaching in my 21st year of online education

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Original Message:

Sent: 07-23-2021 20:19:53

From: Nancy Sattler

Subject: IMPACT in Action #3 - Collaboration/Discussions in the Classroom

Ruth,

I have been reading a great deal about diversity, equity, and inclusion. Math Talk can provide equity by giving all students an opportunity to speak. A well-structured conversation can help students feel that their thoughts have value. I have heard from many teachers during the pandemic that they have been able to have students participate in greate conversations in break-out rooms in Zoom. Students can share their work on the whiteboard and they can discuss various problem-solving strategies. AMATYC's (2020) newest position statement on diversity, equity, and inclusion states the following:

To improve equity in mathematics, faculty should consider the following ways to humanize student learning while maintaining high expectations.

- Provide support for the cognitive and affective needs of each student.
- Increase student participation using active and collaborative learning techniques with relevant examples.
- Counteract implicit bias, stereotype threat, and microaggressions.
- Increase marginalized students' sense of belonging.
- Recognize that all students are unique individuals with distinct stories, aspirations, prior knowledge, and challenges

In your experience, does having students participate in Math Talk contribute to equity in mathematics?

Reference

American Mathematical Association of Two-Year Colleges. (2020). *Diversity, equity, and inclusion in mathematics*. https://amatyc.org/page/PositionDiversityEquityInclusion<o:p></o:p>

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Nancy Sattler

Dean Emerita & Adjunct Faculty

Terra State CC (emerita)

Fremont OH

Original Message:

Sent: 07-15-2021 16:25:40

From: Ruth Collins

Subject: IMPACT in Action #3 - Collaboration/Discussions in the Classroom

As a math teacher, I began my first use of new pedagogical standards with the NCTM process standards in 2000: Representation, Reasoning and Proof, Communication, Problem Solving, and Connections. The first two semesters when I made these changes in college math classrooms were awkward for me, extremely awkward. Having not seen anything like this in my many years as a student, this was truly breaking new ground for me. I now believe this journey is similar for all teachers, but most especially those teaching mathematics, science, and technology. I also believe that all subject matter would benefit from the inclusive nature of Math Talk and student involvement.

Stein, C. (2007) speaks to the levels of Math talk in his information on discourse and most of us will remember we started out at level one (the teacher asks questions and speaks to the accuracy of answers) as new teachers. We, therefore, replicated these behaviors in our own classes. The chart moves through four levels ending with level four (the teacher facilitates discussions … and students explain their thinking and listen to the ideas of others). This is a hurdle for many teachers, but little by little, the pedagogical changes will create a classroom that thinks, works, debates, and shares ideas with others toward reaching a common goal or topic. More students will engage with the new pedagogy in place, and indeed almost all students will gain confidence in their work (Collins, 2002).

Collins, R & Winnington, D. (Spring 1998). Preservice Teacher Education, alive and well at two-year colleges. *The Journal of Mathematics and Science, 1* (2). NSF sponsored conference.

Stein, C. (2007). Let's talk: Promoting mathematical discourse in the classroom*. The **Mathematics Teacher. 101*(4), p. 285-289.

If you have used Math Talk in your classroom, **please share a success story or an obstacle to success that presented itself within the course**. It would be helpful if you would include the course title and include the grade level taught for this story.

If you have experience in both MFET coursework and traditional courses, do you feel your own use of Math Talk in all courses is about the same?

If No, speak to the differences

If Yes, give an example of why this pedagogy works for your students in traditional content courses as well. Are there common benefits to both types of classes?

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Ruth Collins

Professor of mathematics education

Retired - current teaching graduate courses online------------------------------