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Ms. Roberts' Classroom Edit display name

  • Thomas Middle School
  • Houston, TX
  • Nearly all students from low‑income households Data about students' economic need comes from the National Center for Education Statistics, via our partners at MDR Education. Learn more

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“Think about a shape. Now think about a 6-sided shape. On your grid paper, draw this shape, and identify where you might see this 6-sided shape in real life.” This is an example of teacher dialogue in a math classroom. We tend to have to “think about” a lot, versus “do the math.” Interactive notebooks allow educators and students to bridge that gap between "thinking" and "doing." As a math educator, COVID-19 and virtual learning created many gaps in instruction and learning. The biggest gap was tying connections in the materials. Being able to successfully connect concrete to representational was extremely limited. Many of the virtual students did not have access to manipulatives to be able to differentiate the levels of the lessons or content being instructed. Albeit there were virtual manipulatives, math is a hands-on language that needs to not just be seen, heard, or thought about, it needs to be touched, manipulated, and done. Returning to the traditional setting, my students will need to have confidence that a quality, equitable education is what they can and will receive, even through all hurdles they face based upon their zip code.

About my class

“Think about a shape. Now think about a 6-sided shape. On your grid paper, draw this shape, and identify where you might see this 6-sided shape in real life.” This is an example of teacher dialogue in a math classroom. We tend to have to “think about” a lot, versus “do the math.” Interactive notebooks allow educators and students to bridge that gap between "thinking" and "doing." As a math educator, COVID-19 and virtual learning created many gaps in instruction and learning. The biggest gap was tying connections in the materials. Being able to successfully connect concrete to representational was extremely limited. Many of the virtual students did not have access to manipulatives to be able to differentiate the levels of the lessons or content being instructed. Albeit there were virtual manipulatives, math is a hands-on language that needs to not just be seen, heard, or thought about, it needs to be touched, manipulated, and done. Returning to the traditional setting, my students will need to have confidence that a quality, equitable education is what they can and will receive, even through all hurdles they face based upon their zip code.

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About my class

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