Reflection on Pre-Algebra Upper (2017-2018 School Year)

Progressing through the 2017 to 2018 Pre-Algebra Upper class provided lessons to
myself, my students, and my co-educators in the fields of culture, language, and mathematics. In
a classroom which held students from the US, Rwanda, The Democratic Republic of Congo, Iraq,
Mexico, and several other countries, the importance of conveying information which is both
necessary and accurate became the focus of the class as much as teaching and learning math had
been the focus. Everyone involved in the educational process of these diverse students was
incredibly supportive in the pursuit of equitable education. Within my class, in particular, the
list of educators included in this pursuit was as follows: myself (mathematics educator), a
special educator who co-taught with me, a translator (who also happened to have a math Ph.D.),
and an ELL instructor who visited and communicated with us frequently.
While initial conversations going into the class looked like the following email from the
ELL instructor, conversations about giving students the necessary accommodations and tools in
order to succeed became deeper.
Hello,

This semester, you have [REDACTED] in your class. [REDACTED is an advanced-level ELL
student. I am attaching his Language Learner Plan (kind of like an IEP or 504). It explains his
current English level and language goals. It also lists classroom modifications that you can
make in order to support his learning in the content classroom. I would like to mention,
though, that [REDACTED]'s reading ability is much stronger than what is shown on [sic] this
report. He is an excellent reader! Please let me know if you have any questions, or if there is
anything I can do to help you as you support this student.

Thank you,

~H
Conversations rapidly became about cultural shifts from learning in a different country (of
which there were obviously several) to learning in the States. For example, students in some
countries considered most work to be done in class the effort of the group, not necessarily the
effort of many individuals. This meant that the Western concept of cheating was something that
needed to be directly addressed in class so that a balance could be struck between what the
students were accustomed to and what was expected in my classroom. Discussions like these
changed the dynamic of both teaching and learning in the classroom.
The important things that were taken out of this classroom environment, where
languages were exchanged (I learned many math terms in other languages), cultures were
shared, and needs were met, were that addressing the cultural and educational needs of students
with them directly is necessary. This has changed the way that I begin and conduct each class
regardless of the linguistic, cultural, or other needs of the students that are obvious to me
because these things are often deeper than surface level. Unpacking these differences allows the
class and me to grow every time, and they make for a safe, inclusive, and more productive
learning environment within the walls of my classroom.