What Does an Inclusive Math Classroom Look Like?

This document discusses creating inclusive mathematics classrooms. It begins by listing various aspects of identity that should be included, such as age, gender, ethnicity, etc. It then discusses how opportunity gaps often cause achievement gaps and how perceptions of these gaps can lead to deficit models. Research shows that most classroom time is spent with teachers demonstrating methods or students practicing individually rather than higher-order thinking. The document critiques various misconceptions about mathematics learning and ability. It provides strategies for creating an inclusive classroom that values student ideas and identities. Implicit bias and the need for intellectual safety, belonging and esteem are discussed. The importance of reflection and meaning-making in community is highlighted. The document concludes by providing recommendations for learning more about