Last year, my seventh-grade math class embarked on a unique project that involved designing and creating piñatas with specific volume and surface area constraints. This project required students to apply three-dimensional figures and proportional reasoning, challenging them to think critically and problem-solve creatively. Through engaging in such complex tasks, my students demonstrated higher-level thinking skills and a remarkable level of perseverance.
The results of this project were truly inspiring. The number of students in my classroom who did not meet the standard on the state test was the lowest in nine years, while the number of proficient students doubled compared to the previous year’s seventh-grade class. What is even more remarkable is that my students come from a diverse background, with 89% of them being Hispanic or Latino, 24% multilingual learners, and 81% socioeconomically disadvantaged. These accomplishments highlight the power of inclusive education in unlocking the potential of every student.
One student, in particular, stands out as a shining example of this potential. Luciana, a reserved student who initially kept to herself, made significant progress throughout the year. From hiding in the back of the classroom to actively participating and improving her math skills, Luciana’s transformation was nothing short of incredible. By the end of the year, she had raised her score by two band levels and was considered proficient in seventh-grade mathematics. This growth is a testament to the impact of inclusive teaching methods and high-quality math instruction.
In the United States, math is often a subject that is tracked, leading to disparities in access to advanced math courses. Historically, students from underrepresented groups such as Black, Latino, and low-income students have been excluded from honors classes, while their more affluent counterparts have dominated these programs. This inequality is further exacerbated by disparities in school funding and resources, which contribute to the widening achievement gap among students.
As an advocate for inclusive education, I have had the privilege of working with the California Department of Education to revise the math framework. Through this experience, I have come to realize the importance of redefining what it means to have an inclusive math classroom. By shifting our focus from mere recall and procedural fluency to meaningful, high-quality math instruction, we can empower all students to excel regardless of their background.
My students have proven that diversity is not a barrier but an asset in the classroom. By creating a learning environment that emphasizes problem-solving, collaboration, and high expectations, I have witnessed firsthand how every child can succeed when given the opportunity. It is time for our educational system to embrace inclusive teaching methods that unlock the full potential of every student and provide them with the chance to thrive.