With the new California Math Framework in place, the California Department of Education is getting ready to adopt new math instructional materials to put multilingual learners at the forefront of their materials. California has made it clear nothing less will be acceptable.
Join us for this series as we provide an overview and concrete design guidance of instructional materials that align with the CA Math Framework.
A free monthly webinar series that will dive deeper into the resources created by California Curriculum Collaborative, a partnership between ELSF, EdReports, EdSolutions, and Pivot Learning.
Jack Dieckmann, Senior Advisor, Mathematics at ELSF, will introduce Julianne Foxworthy Gonzalez, a PhD candidate studying mathematics education with Judit Moschkovich at the University of California Santa Cruz. Her research focuses on 1) critical statistical literacy for all students, particularly those who have been minoritized and neglected in STEM classrooms; and 2) equitable mathematics education for multilingual learners. She obtained her Masters and teaching credential from San Jose State University and taught culturally, ethnically, and linguistically diverse 5th and 6th grade students in California public schools. She is a co-author of the English Learner Success Forum's Criteria for Review of Instructional Materials' Success in Addressing MLL Linguistic and Instructional Needs.
Session 1: The newly adopted California Math Framework lays out a promising vision for equitable access to math for multilingual learners and ALL students. This first session will highlight the framework's specific shifts and priorities that center multilingual learners, and will include HQIM design considerations that reflect those shifts. It will answer the questions:
Session 2: The newly adopted California Math Framework states that "Language needed for disciplinary thinking and concepts should not be taught in isolation, but in the context of what students relate to and need to know to access and communicate mathematical thinking." This session will answer the questions:
Session 3: The math framework puts a great deal of emphasis on students comprehension and analysis of spoken and written math texts, as well as the creation of presentations and written math texts. These language rich features require a great deal of collaboration with peers, teachers and with the texts themselves. This session answers:
Session 4: The framework requires that instruction be responsive to students' current language development in relation to content so that they engage meaningfully and develop ever more precise language skills. This session offers content developers ways that they can build in support for teacher facilitation of that language development. This sessions answers:
Session 5: The framework requires that materials forefront, value, and use the assets of students, including their home language, experiences, and beliefs, in the teaching of mathematics. How can these opportunities be built into HQIM? This session covers the following questions:
Session 6: The framework states that "Recognizing the interdependency of disciplinary language and content, teachers are recommended to formatively assess students’ use of language in the context of mathematical reasoning over time." How can content developers build in formative assessment opportunities that support language and content development? This session answers the questions:
Anyone interested in designing materials with CA’s math framework and multilingual learners in mind. The primary audience is math content developers but anyone is welcome.
Once a month for six months from Jan 2024 to June 2024. See the dates below.
Live virtual webinars. Recordings will be available following the live event. Registration required.
Developed in Partnership with the CA HQIM Advocacy Coalition and Learning Community: