Math teaching strategies are brought to you by
Students have lost nearly two decades of progress in math and reading post-covid, according to recent research. Teaching strategies, teacher preparedness, and students’ sense of belonging all impact students’ math performance.
To strengthen educators’ skills in math instruction, The Teaching Institute is proud to host workshops featuring Lesley STEAM Labs leaders. Their workshops focus on introducing maker spaces to advance math equity and TQE through a culturally responsive lens.
Good, C., Rattan, A., & Dweck, C. S. (2012). Why do women opt out? Sense of belonging and women’s representation in mathematics. Journal of Personality and Social Psychology, 102(4), 700–717. https://doi.org/10.1037/a0026659
Goodman, J. (2019). The labor of division: Returns to compulsory high school math coursework. Journal of Labor Economics, 37(4), 1141–1182. https://doi.org/10.1086/703135
Starkey, P., Klein, A., Clarke, B., Baker, S., & Thomas, J. (2022). Effects of early mathematics
intervention for low-SES pre-kindergarten and kindergarten students: A replication study. Educational Research and Evaluation, 27(1–2), pp. 61–82. https://doi.org/10.1080/13803611.2021.2022316
Mervosh, S. (2022, September 1). The Pandemic Erased Two Decades of Progress in Math and Reading. The New York Times. https://www.nytimes.com/2022/09/01/us/national-test-scores-math-reading-pandemic.html