Teaching for Equity and Engagement in Mathematics (TEEM)
Teaching for Equity and Engagement in Mathematics (TEEM) prepares participants to become proficient with research-based mathematics teaching practices and foster expertise with a "culturally responsive mathematics teaching" approach. Research shows that this approach improves students' attitudes toward, and success with, mathematics and promotes active learning by building from students' prior knowledge, and their cultural and community experiences.
The TEEM program at California State University, Fullerton Extension and International Programs provides participants an opportunity to:
Learn to implement Culturally Responsive Mathematics Teaching aligned with NCTM's Mathematics Teaching Practices and National Board Standards for Teachers of Mathematics.
Learn about the importance of using students’ mathematical thinking as the basis for their development of mathematical understanding, learn to identify the characteristics of a Math Talk Learning Community using a rubric and video cases, participate in collaborative discussions about your own efforts to elicit students’ mathematical thinking in your own classroom, and submit video evidence of your proficiency with eliciting students’ mathematical thinking.
Learn about the importance of assigning competence to each student and attending to status issues that can marginalize students from equitable participation in the mathematics classroom. Read articles, engage in interactive discussions, and learn about strategies for a) identifying and valuing a range of traits and actions that make one mathematically competent and b) recognizing and remediating status issues that impact students’ equitable participation in mathematics.
Learn about the importance drawing on and building from students’ funds of knowledge, that is the skills and knowledge acquired in their daily lives that enable students to function within a given culture. Read articles, engage in interactive discussions, and learn about strategies for first learning about students’ funds of knowledge and second using this information about students to create culturally relevant mathematical tasks.
Learn to implement the Three Reads Routine as a strategy to provide students’ greater access to and engagement with mathematical text. Read articles, engage in interactive discussions, and learn about strategies for using the Three Reads Routine to promote students’ active engagement with mathematical text and mathematical thinking.
Learn about the importance providing feedback for students that promotes further learning. Read articles, engage in interactive discussions, and learn about strategies for using formative assessment and meaningful feedback to promote students’ productive struggle and growth mindset.
Learn to select and use technology to support student engagement in mathematical reasoning and communication. Read articles, engage in interactive discussions, and learn about a framework for using technology to support student engagement with deep learning (through reasoning, sense making, communication, and connections).
Learn about the importance of designing lessons that promote conceptual understanding in mathematics. Read articles, engage in interactive discussions, learn to identify key mathematical concepts within a unit of study, and learn strategies for designing lessons that engage students in developing conceptual understanding.
Learn about supporting students with productive struggle when engaged in rich mathematics tasks (e.g., those that require students to think deeply, make connections, extend knowledge, and/or look for generalizations). Read articles, engage in interactive discussions, and learn about strategies for supporting student perseverance while working on rich mathematics tasks.
Learn to re-think use of grading practices from a perspective of equity and growth mindset. Read articles, engage in interactive discussions, and learn about strategies for evaluating grading practices for equity, implementing more equitable grading practices, and using equitable grading to promote a growth mindset toward mathematics among students.
Learn about three elements of the successful use of cooperative learning in mathematics: a) setting clear and compelling directions to launch a cooperative task; b) shaping class culture through establishing norms for participation, and c) managing participation and accountability. Read articles, engage in interactive discussions, and learn about strategies for engaging students in cooperative learning in mathematics.
Learn about the importance of designing lessons that allow students to apply mathematics to investigate and take action on issues within their communities. Read articles, engage in interactive discussions, and learn about strategies for learning about issues affecting local communities and how to design mathematical lessons that promote civic engagement. (5-6 weeks)
Learn about the importance of acknowledging and building from students’ linguistic resources to support and sustain their success with mathematics, a skill aimed at supporting students who are emerging bilinguals (a population previously referred to as “English language learners” or “limited English proficient”). This module takes an asset-based approach to working with students for whom English is a second (or third or more) language. Read articles, engage in interactive discussions, and learn about strategies for leveraging students’ linguistic resources and for scaffolding students’ engagement to support and sustain the success of emerging bilinguals in mathematics.
Modify and refine instructional practices to better engage all students in mathematical thinking and reasoning
Reflect on and strengthen the norms and routines you establish as a teacher that create an inclusive learning environment
Support every learner in developing a sense of ownership of mathematics--they see themselves in mathematics and see mathematics as relevant to their lives
“I would definitely recommend the TEEM microcredentials to other educators. I have already shared articles and videos from my participation in the program with my department.”
– Nilesh Halankar, TEEM participant
“I would recommend this program as an introduction to engaging students in mathematics in a creative manner that allows every student to share their thinking.”
– Sally Hong, TEEM participant
“The rubric and other documents provided within the course allowed me to be more detailed as I reflected and designed new academic discourse activities.”
– Phillip Turner, TEEM participant
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Length: 5-6 weeks
Competence and Status
*Cost is approximate and subject to change
*Have a question? Please contact us.