Have you witnessed students not able to remember or apply math concepts you have taught? With the intentional application of retrieval skills for metacognitive learning, there is potential for an increase in students remembering and applying mathematical ideas. Students need to be taught how to access and retrieve learning in order to apply it.

Every student comes into our classroom with a variety of life experiences. How do we learn more about our students through their stories to help them better engage with mathematics? Can helping our students acknowledge their stories better help us provide a richer mathematical learning environment where all students feel respected and safe to learn?

Have you ever been misunderstood? Do you feel like you are not truly seen or heard? How does this impact the power of influence? Let’s take a real and honest look at how bias, identity, and storytelling can multiply or hinder connection - ultimately impacting learning in the classroom and beyond.