Empowering Students through Inclusive Math Education
Rebecca Pariso, a dedicated seventh-grade math teacher at EO Green Junior High School in Oxnard, California, is revolutionizing the way we approach mathematics education. In her classroom, students are not just learning formulas and equations; they are mastering advanced concepts through engaging, hands-on projects that challenge them to think critically and creatively.
Last year, Pariso’s students embarked on a project that required them to design and create piñatas with specific volume and surface area constraints. This task wasn’t just about crafting colorful decorations; it was about applying three-dimensional figures and proportional reasoning to real-world problems. By tackling challenging questions like the conversion of flour to sugar ratios, students honed their higher-level thinking skills and developed a sense of grit that is essential for success in mathematics.
Breaking Barriers in Education
Pariso’s classroom is a testament to the power of inclusive teaching methods. Despite teaching a diverse group of students, including Hispanic, multilingual, and socioeconomically disadvantaged learners, Pariso achieved remarkable results. The number of students who did not meet the standard on state tests was the lowest in nine years, while the number of proficient students doubled compared to the previous year.
One standout student, Luciana, exemplifies the transformative impact of Pariso’s teaching. Initially reserved and withdrawn, Luciana blossomed under Pariso’s guidance, raising her math scores significantly and becoming proficient in seventh-grade mathematics. Pariso’s commitment to seeing the potential in every student, regardless of background, is a powerful reminder that all children are capable of success when given the opportunity and support they need.
Addressing Educational Disparities
Pariso’s work also sheds light on the pervasive issue of tracking in education, where students are placed in different classes based on perceived ability. This practice has historically disadvantaged minority, low-income, and underrepresented student groups, perpetuating inequalities in access to advanced math courses. Research shows that these disparities are rooted in systemic inequities, such as school funding disparities and lack of resources for schools serving low-income communities.
Pariso advocates for a paradigm shift in how we define inclusive math education, emphasizing problem-solving, collaboration, and high expectations for all students. By challenging traditional notions of tracking and creating a learning environment that fosters growth and achievement, Pariso is paving the way for a more equitable educational system where every child has the opportunity to excel.
Conclusion: Unlocking Students’ Potential
Rebecca Pariso’s approach to teaching math goes beyond the traditional classroom setting. By empowering students to engage in meaningful, project-based learning and rigorous problem-solving, she is proving that diversity and background should not be barriers to success but assets that enrich the learning experience. As a Teach Plus California Senior Policy Fellow, Pariso continues to advocate for inclusive teaching methods that unlock every student’s potential and create a more equitable educational system for all.
In the words of Rebecca Pariso, “Every child deserves the chance to succeed, and my class proves that they can do so with the right approach.” Let us follow her lead and embrace a future where all students have the opportunity to thrive and excel in mathematics and beyond.
