Attributions

Photos:
Photos courtesy of and copyright Free Range Stock, www.freerangestock.com
Videos:
www.youtube.org
Humor:
http://math.bellaonline.com
www.quickfunnyjokes.com

Page: Polynomials 

quia.com

www.uww.edu/~mcfarlat/141/factorj.htm

Page: Rationals 

quia.com (Alice Keeler)

Page: Intro to Relations and Function 

www.shodor.org 

Page: Inequalities

graph - www.ck12.org

game - www.algebralab.org

game - www.quia.com (Alice Keeler)

Page: Radicals and Complex Numbers

www.math-play.com

Page: Quadratics

video - www.cpalms.org -Jumping Robots and Quadratics 

game - www.mangahigh.com 


Resources:

 Gillenwaters (2017) shared Marzano’s strategies for adding rigor which included finding successful people from your students’ culture and stories where people did not give up (module 3, slide, 3). Also, Ford (2014) stated, “…educators must ensure that culturally different students learn about themselves in rigorous and relevant ways… goal of all students [to have] mirrors and windows in their educational experiences—books, literature, visuals, media, guest speakers …” (p. 59).

Mathematically Gifted and Black

Latin and Hispanics in Mathematical Sciences

References

 

Ford, D. (1993). An investigation of the paradox of underachievement among gifted black students. Roeper Review, 16(2), 78-84.

Gillenwaters, B. (2017). CI5103: Curriculum and instruction design for diversity: Module 3: Instructional models: Part 3: Rigor. American College of Education, [PowerPoint, slide 8].