{"id":5223,"date":"2025-03-24T13:01:14","date_gmt":"2025-03-24T13:01:14","guid":{"rendered":"https:\/\/www.terc.edu\/mathequityforum\/?p=5223"},"modified":"2025-11-26T14:44:23","modified_gmt":"2025-11-26T14:44:23","slug":"math-workshop","status":"publish","type":"post","link":"https:\/\/www.terc.edu\/mathequityforum\/math-workshop\/","title":{"rendered":"Math Workshop: A Structure that Supports Equity in the Elementary Math Classroom"},"content":{"rendered":"\n

by Megan Murray and Karen Economopoulos<\/a>
March 24, 2025<\/p>\n\n\n\n

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A Framework for Reflecting about Equity in the Elementary Mathematics Classroom<\/a><\/strong> defines a collaborative learning environment as one in which \u201cstudents play an active role in their learning. Students have opportunities to decide how they are going to solve problems, to select tools and materials, and to choose which activities they work on.\u201d (Russell, et. al., 2023, p. 5)<\/p>\n\n\n\n

Math Workshop is a structure, common in many elementary classrooms, that can support the development of such a learning community. Math Workshop presents several different activities for individuals, pairs, or small groups to work on during the same lesson (or series of lessons). While it can look and work differently from classroom to classroom, Math Workshop promotes <\/em>equity, and the development of identity and agency, when it is structured to foster independence and to encourage students in taking responsibility for their own learning and the learning of others.\u201d<\/p>\n\n\n\n

The following factors, in bold, are important to consider when planning for how Math Workshop will operate as an equitable structure, in ways that encourage perseverance, decision-making, agency, responsibility, and accountability. In the italicized bullets, you\u2019ll find questions you can discuss with students as you reflect on how they are making choices, how they are working together, and how Math Workshop is working.<\/p>\n\n\n\n

An important note: Sometimes, some students are not afforded the opportunity to participate in Math Workshop because they are not perceived as ready to make their own choices, to work independently, or to work productively with a partner. An equitable math learning community provides support for all students to engage fully in Math Workshop.<\/p>\n\n\n\n

Organizing the Classroom and Materials<\/strong><\/p>\n\n\n\n

The organization of the physical space and materials will vary from classroom to classroom. (See A Space for All of Us: Setting Up the Classroom<\/a>.) Some teachers designate areas of the room for particular activities and place the necessary materials in each area. Others have students gather the materials they need from a central location and allow them to decide where to work. Decisions should be based on your particular circumstances but also on these goals: fostering collaboration and participation, and the use of materials as tools for learning. Engage students in sharing ideas about situations they encounter.<\/p>\n\n\n\n