Previously, my curriculum included unintentional barriers that kept children from learning mathematics.
Barriers of language, prerequisite knowledge, disengagement, limits, and time meant my curriculum was not accessible by all students. Now, I am not only aware of these barriers, but I am intentionally embedding means within my curriculum so they may be avoided.
One step toward removing these barriers is through structures that promote mathematical discourse. Opportunities to listen, speak, read, and write are powerful steps toward accessibility for all children to understand mathematics. One of these structures is Which One Doesn’t Belong? (WODB)
Through this means, I work to promote students’ language acquisition, support building background knowledge, encourage engagement, and allow for extensions for gifted students, all without the hinderance of text.
To access the images below, click on each to open in a new window.