RESPONSE 3: What regularly happens in math classes that marginalize some students? With the math tasks assigned?

With the way, problems are discussed?

RESPONSE 4:

What are words used to describe students that you hear all the time in schools?

RESPONSE 5:

What are the effects of "labeling" on students?

RESPONSE 6:

How do the ideas discussed in "Addressing Status Issues during the Lesson," the assigned

reading for today, provide direction for disrupting patterns that reproduce oppression in math class?

Write one specific example and why you think that could make a difference.

RESPONSE 7:

What makes discussions important in math classes: What do they afford (provide or make

available? What are the risks and pitfalls?