I teach elementary mathematics to 98 of Black and Latino students, many of whom come from underprivileged areas of Memphis, Tennessee, where academic achievement varies. At the beginning of the year, many of my students have a love–hate relationship with mathematics, where their understanding of the subject is simply rules or procedures to memorize for an end-of-year assessment. As a result, I’m often left wondering why this happens and how we, as a community, could work to provide equitable outcomes for all students in not just math, but science, technology, engineering, and mathematics (STEM).
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