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Wendy McMillian's avatar

I still believe that our math curriculums (as well as other subject curriculums) need an enema. Math should not be restricted to books, standards, fancy online works, or equations to be solved that are meaningless. I feel "learning loss" or "opportunity loss" goes deeper than the pandemic ever caused. In my dream world, math would be discovered and formulas used to solve those discoveries and meaningful opportunities will be presented to the learning then there would no losses.

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Jodi Donald's avatar

I will continue what I have done in the past: use my district priority standards, meet my students where they are, and do my best to give them rich learning experiences to get them to meet priority standards we have set. In addition, the vertical planning we do at my building allows us to share how deep we taught in the course and which standards and units may need more remediation. Maybe it is because I have always taught in at risk classrooms, but the challenge of getting kids "math holes" doesn't scare me. What helps my students "catch up" or "fill in gaps" is not so much about the math but my commitment to establish raport between the students and me and create a safe learning space where kids can talk math, learn from each other, and use mistakes as learning opportunities. It would be so much easier to just teach algorithms, especially when the kids beg for an "easy" day. But life isn't easy, and my kids know this. And while they whine, complain, and roll their eyes and sigh, at the end of the year, they come to appreciate my approach and thank me.

Of course, I am privileged to have teachers to collaborate with and a district that has designated priority standards and allows me to teach how I see fit. I am a high school math teacher, 30 years experience, and my current school is at 65% free/reduced lunch. We can do this!

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