Discussion #1: What ideas or thoughts do you have about #1,2,5,8, or 9? Be sure that you make a clear reference to the particular student argument.

Discussion #2: How do the student arguments for #3 & 4 shaped your thinking about valid mathematical justifications? Be sure that you make a clear reference to the particular student argument. 


Discussion #3: How does the focus on form vs. substance impacted your view of the arguments for #6, 7, and 10? How do we deal with extraneous statements that may not be part of the broader argument? Be sure that you make a clear reference to the particular student argument. 

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window dressing

In addition to your regular DFQ, please participate in the additional discussion board that will examine multicultural “windowdressing” or in other words images, phrases and practices that SOUND like they support diverse experiences but in reality are just a nice facade over the same old practices.  As individuals and institutions respond more publicly to the recent events it is crucial that we as culturally responsive educators call out and challenge others and our institutions to move beyond “windowdressing” or what is also known as performative whiteness

For the windowdressing discussion please post an image in schools (could be a bulletin board, meme, phrase, social media image) without comment that you feel exemplifies an outwardly positive message that may serve as no more than windowdressing or performativity. 

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DFQ #4

Please answer both questions:

  • What practices of reflection or questioning do educators need to engage in to resist the allure of multicultural “window dressing”?
  • How can an educators pedagogical practices make a difference in the classroom? Consider Irvine’s comments on teacher care, “other mothering” and teacher beliefs.

Be sure to reference the readings and the throughout your post to receive full credit. 

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silver discussion

Please read sections 1, 2, 3, & 6 in this 1997 article 


Download this 1997 articleby Ed Silver (Links to an external site.). Then share your reactions about his take on creativity and “problem posing” in mathematics. I’ve provided one prompt below, but you can start your own thread if you have other reactions/questions. You are encouraged to reference particular excerpts of the text, as well as our own mathematical work thus far, including the “cutting polygons” activity. (And as always, please be sure to review others’ posts before making your own so that you can make connections where relevant.)



When you think of mathematical creativity what comes to mind? What experiences do you have with mathematical creativity? 

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problem set 3

complete the problems listed the first file is the assignment.  the other two files problem set 1 and 2 are for reference from previous weeks

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Discussion #3

How do educator assumptions about students and their families contribute to inequitable experiences for students (privilege some, marginalize others)? Please share personal experiences.

Be sure to reference the readings and the throughout your post to receive full credit.

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discussion prompt 1 and 2

Discussion Prompt 1:

How do the instructional goals in the GHOM relate to your current instructional goals for the teaching of Geometry (i.e., do these connect to your current vision for teaching geometry/mathematics in middle/high school, the Standards for Mathematical Practice (Links to an external site.) in the Common Core State Standards (used in some form in the USA in many states), and how you middle/high school students view geometry?


Discussion Prompt 2:

How did you apply (or not apply) the 4 GHOM when solving a problem in Module 1 or Module 2? (Choose a particular problem and discuss in detail.)



Reading files are attached

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