Crossing Borders: Improving Access for Disenfranchised Students in Mathematics

Many students experience math from the outside looking in. Instruction focused on procedures and memorization, lack of meaningful context, and absence of cultural connections cause many to navigate borders of process and understanding that are often very foreign to them, and often without guidance or respect for the the funds of knowledge they convey.

Coaches/Leaders/ Teacher Educators

Beyond the Classroom Walls: Empowerment, Access, and Equity