Our commitment to equitable instruction
Real world mathematics to develop empathy and problem solving skills
Our Equity Beliefs and Design Principles
Positive mathematical identity
All students must develop a positive mathematical identity that allows them to view themselves as learners and doers of mathematics.
Inclusive classroom structure
Classroom structures should emphasise an inclusive mathematics community in which every student has a voice and equity-based teaching practices benefit all students.
Personalised learning community
A Personalised learning approach should aim to offer learning experiences that customise education to an individual’s unique needs and interests while fostering connections to a larger community of learners.
Technology as a tool
Technology should support, enhance, and transform - not replace - the role of the teacher in the classroom.
Multicultural fairness and advocacy
We believe that that the right classroom structures are essential to ensuring that all students have a mathematical voice in the classroom. We’ve implemented the following design elements in order to support all students in participating in grade-level mathematics.
Our solution: Engage Activities
We believe that pedagogically informed instruction will improve learning outcomes for all students.
Hook
To open the learning activity, this exercise has a predictable structure and familiar context, designed to promote mathematics agency. Routines reduce cognitive load for students and remove barriers to entry.
Launch
Having sparked interest and curiosity, this section encompasses two slides: the activity introduction slide and the grouping instructional slide. The activity introduction slide ensures that all students have access to the mathematical content at hand, and allows time for clarification and scaffolding. The grouping slide details the routine students will utilise.
Explore
Students explore the activity and begin independent problem solving. The teacher takes on the role of facilitator or observer and begins to address misconceptions.
Discuss
The purpose of this stage is to engage students in mathematical discourse. Students will present their own thinking as well as observe, question, discuss, and learn from the mathematical thinking of their peers.
Reflect
Students have an opportunity to reflect on their learning after each Engage Activity. Insights are shared with teachers to inform next steps in instruction.
Be one of the first to try our Engage Activities
Facilitate collaborative mathematics in your classroom through culturally relevant contexts.
Engage Activities are...
Groupworthy
Low-floor, high-ceiling
Rich and open
Contextually appropriate
Accessibility Design Features
Visual design features to increase readability
Mathematical Literacy & Language Supports
Mathematical Literacy & Language Supports
Key vocabulary listed at the beginning of each subtopic
Opportunities for teachers to amplify language so students can make their own meaning
Flexibility for a variety of linguistic output
Opportunities for students to describe their mathematical thinking to others, orally, visually, and in writing
Activities that cultivate conversation
Opportunities and supports for constructive mathematical conversations in pairs, groups, and as a class
Structures to develop meta-cognitive and meta-linguistic awareness
Opportunities and supports for students to reflect and identify thinking processes involved in problem solving
