This document discusses principles of effective math teaching including equity, constructivist theory, sociocultural theory, and assessment. It also discusses developing reading comprehension through activities before, during, and after reading as well as using multicultural literature. Additional topics covered include understanding the human experience through social, economic, and political lenses; exclusion of women and minorities from curricula; and making instruction culturally relevant through current events, technology, multicultural perspectives, and critical thinking. The document poses three questions - how to relate complex math concepts to society, whether summer reading should focus on student interest or expose students to new topics, and which US history topics may be controversial in the classroom.

1. Angelica Piccolo
&
Amy Wegman

2.  Principles of Effective Math Teaching
 Equity
 Teaching
 Learning
 Constructivist Theory
 Sociocultural Theory
 Assessment
 Informal vs. Formal
 Reasoning
 Reproduction
 Connections
 Analysis

3.  Developing reading comprehension
 Before
 During
 After
 Multicultural literature
 Finding meaning in writing

4.  Understanding the Human Experience
 Social
 Economic
 Political
 Exclusion of women and minorities
 Culturally relevant instruction
 Current events
 Technology
 Multicultural perspectives
 Critical thinking and writing

5. 1.The book mentions relating mathematics to the world around us and making the
information relative to the students. The book example is Statistics and
Probability which we know is used in everyday encounters. As a teacher how
would you relate more complex concepts such as in Geometry when students are
asked to prove that all circles are similar OR when you are explaining to students
the properties of rational and irrational numbers? These concepts should also be
related to society so students can see how the knowledge is relevant but how
would you do this?
2. Currently at the school where I am teaching, there is a heated debate about what
the students’ summer reading should include. Some teachers believe that the
assigned book should be chosen based upon student interest/enjoyment in order
to motivate students to read, others believe that it should be non-fiction in order
to expose students to an historical event or social issue that they otherwise would
never read about on their own. What is your opinion? Which do you think would
be more beneficial for a diverse population of students?
3. Which topics in a US history class have the potential to be controversial within the
classroom? Has a topic ever arisen within a past history/social studies class that
has made you feel uncomfortable?