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On June 22, 2021, we will launch updated strategies for the Math PK-2 model, as well as additional updates to the Navigator that highlight equity, SEL, and culturally responsive teaching. To learn more, visit our Site Updates (available in the "About" menu at the top of any page).
Hover to see how factors connect to Socioeconomic Status. Then click connected factors to explore strategies related to multiple factors.
Socioeconomic Status (SES) refers to a combination of factors, including education and income of a family compared to other families. Students raised in socioeconomically advantaged homes can have significant advantages in learning early math skills, particularly in experience with math related activities. Providing extra supports and resources can help create an equal foundation for all students.
According to the National Center for Childhood Poverty, 21% of children in the United States live in families with incomes that are classified as below the federal poverty threshold. Furthermore, 43% of children live in low-income families where they have difficulty covering basic expenses, such as housing and food. Two additional issues arise from living in a low-income family:
The trauma of economic hardship and lack of resources at home and in the community can have long-term effects on academic achievement as students advance into the upper elementary grades and beyond.
Students from high SES homes are often exposed to more math talk than peers in economically disadvantaged homes. As a result, they typically have more advanced number sense and competence by the time they enter kindergarten. The resulting disparities in math achievement often persist into the middle school years.
Many of the negative effects that poverty has on early math skills development can be mediated through general math activities and parental and classroom math talk.
Adding audio and braille-based resources along with materials, activities, and games to help young children develop simple mathematical concepts supports math development not just for learners with visual needs but all learners.
Building positive and trusting relationships with learners builds a sense of safety and belonging while supporting their academic, cognitive, and social and emotional needs.
The Concrete-Representational-Abstract (CRA) approach is when learners progress from using concrete materials to representational drawings then abstract symbols.
Daily review strengthens previous learning and can lead to fluent recall.
Encouraging all learners to ask questions and seek help when needed creates a safe space for risk-taking, peer learning, and skill development.
Providing opportunities for the family to become a valued part of the learning community fosters positive Social Supports and a sense of Belonging which is critical to learning.
Free choice supports learner interests and promotes the development of more complex social interactions.
Setting overall goals then smaller goals to reach them, and monitoring the progress, helps learners feel confident in their skills and abilities while building a learner mindset.
Guided inquiry involves active listening and questioning to help learners use their own language to construct knowledge.
Guided play encourages learners to take an active role in their learning and supports the development of a broad array of cognitive skills.
Through imaginative play or role-playing, learners focus on the context of the problem and can test out various problem-solving scenarios which supports Cognitive Flexibility.
Having space where students can go supports Self-regulation and individual deliberate practice.
Providing learners some ownership over their learning is critical for ensuring learning is meaningful and intrinsically motivating.
Math centers that include games, manipulatives, and hands-on activities to explore, support learner interests and promote the development of complex math skills and social interactions.
Math literature reflecting diversity can help learners hear math vocabulary in context, reflective of their culture, and see it applied to various mathematical concepts.
Short, frequent mindfulness activities can help learners deepen self-awareness and strengthen Attention.
When learners reframe negative thoughts and use positively framed self-statements, they practice positive self-talk.
Maintaining a consistent routine and schedule ensures that learners are able to trust and predict what will happen next.
Providing space, time and structure for learners to reflect on their learning fosters a learner mindset as they analyze why and how they learn.
Using earplugs or headphones can increase focus and comfort.
Using manipulatives for hands-on exploration in a variety of ways supports conceptual understanding which is critical to mathematical thinking.
Having students verbally repeat information such as instructions ensures they have heard and supports remembering.
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On this page, using your heatmap, you will be asked to select factors to further explore, and then select new strategies you might incorporate into upcoming instruction. Once done, click “Show Summary" to view your Design Summary Report.
On this page, using your heatmap, you will be asked to select factors to further explore, and then select new strategies you might incorporate into upcoming instruction. Once done, click “Show Report” to view your Design Summary Report.
By selecting "Show Report" you will be taken to the Assessment Summary Page. Once created, you will not be able to edit your report. If you select cancel below, you can continue to edit your factor and strategy selections.
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