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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 Stereotype Threat. Then click connected factors to explore strategies related to multiple factors.
In our society, there are many stereotypes that exist about the academic abilities of learners based on characteristics such as their race, gender, disability, and socioeconomic status. Stereotype Threat suggests that people may underperform in many academic areas, including math, when faced with this prospect of being judged.
Stereotype Threat occurs when a negative stereotype that exists in a culture about a group results in suboptimal academic performance by people who identify with that group. This occurs when the individual is aware of the stereotype, even if they do not personally experience prejudiced behavior toward them by teachers or peers. Students are more likely to experience this negative effect on their test performance when they are told the test is diagnostic of their intellectual abilities. Even individuals who do not believe the stereotype is true about their group will often still experience the negative effects of Stereotype Threat.
People, including educators, can hold two types of stereotypes:
In the United States, Stereotype Threat can impact learning math skills for multiple groups:
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.
Collaborative problem solving occurs when learners solve problems in a group which exposes them to new strategies and opportunities to communicate their mathematical thinking.
Connecting math to the community, cultures, and experiences of the learners helps them see the relevance and connections of math all around them.
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.
Fostering a growth mindset helps learners understand that learning is a process which involves personal effort, learning from mistakes, and reflecting on one's own learning.
Free choice supports learner interests and promotes the development of more complex social interactions.
Providing feedback that focuses on the process of developing skills, rather than outcomes, emphasizes the importance of effort and productive struggle while fostering a learner mindset.
Guided play encourages learners to take an active role in their learning and supports the development of a broad array of cognitive skills.
Learning about students' cultures and connecting them to instructional practices helps foster a Sense of Belonging and mitigate Stereotype threat.
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.
When students have meaningful conversations about math and use math vocabulary, they develop the thinking, questioning, and explanation skills needed to master mathematical concepts.
Math literature reflecting diversity can help learners hear math vocabulary in context, reflective of their culture, and see it applied to various mathematical concepts.
When learners reframe negative thoughts and use positively framed self-statements, they practice positive self-talk.
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 manipulatives for hands-on exploration in a variety of ways supports conceptual understanding which is critical to mathematical thinking.
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Generating summary page
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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