The Open for Antiracism (OFAR) Program – co-led by CCCOER and College of the Canyons – emerged as a response to the growing awareness of structural racism in our educational systems and the realization that adoption of open educational resources (OER) and open pedagogy could be transformative at institutions seeking to improve. The program is designed to give participants a workshop experience where they can better understand anti-racist teaching and how the use of OER and open pedagogy can empower them to involve students in the co-creation of an anti-racist classroom. The capstone project involves developing an action plan for incorporating OER and open pedagogy into a course being taught in the spring semester. OFAR participants are invited to remix this template to design and share their projects and plans for moving this work forward. 

Using a graphic organizer (attached) with careers listed and their math books, studentswill brainstorm and create list of what Math is utilized in the careers. The teacher will lead discussion and record student responses on board.

This math lesson introduces students to an important element of Native American culture: thepow wow. These are public events in which Native people celebrate and share their culture; honorfriends, family members, elders, and military veterans; participate in singing and dancing; and display traditional skills and crafts. There are more than a dozen pow wows held in Oregon each year, from early spring to early fall, in all regions of the state. Most pow wows are also open to non-Native people. In this lesson, pow wows serve as the basis for a task-rich exercise in which students choose which pow wow to attend and then calculate the related expenses. The lesson allows students to develop their skills in using math for contextual problem solving and to make informed decisions. 

In this math escape room lesson, students work in teams to solve a series of math puzzles and riddles to "escape" a themed room. Each puzzle is designed to reinforce key math concepts such as fractions, geometry, and basic algebra. As students solve each problem, they receive clues that lead them to the next challenge, promoting critical thinking and collaboration. The activity concludes with a debrief where students discuss the strategies they used and the math skills they applied.

Cover sheet and example for math notes for 1st grade and middle school

Students enter our math classrooms with anxiety about performance, misconceptions about what math is, and a lack of confidence that can limit their ability to have meaningful learning experiences. In response to this challenge, Stanford researcher Jo Boaler has focused on some key tenants to help students transform their mindset to find more success with math teaching and learning. Some of these mindset shifts include recognizing that: (1) anyone can learn math, (2) making mistakes is essential to learning, (3) math is about fluency and not speed, (4) math is visual, (5) being successful in math requires creativity, flexibility, problem solving, and number sense.

In order to start building these mindsets, Boaler advocates, among other strategies, that students build a habit of being mathematical through common routines, tasks, and puzzles.

This guide will introduce 3 of those routines/puzzles including tips on how to successfully implement these tasks in a face to face, blended, or distance learning setting.

The Need
Many adult education students had difficult (and often negative) experiences with math teaching and learning during their time in the K-12 system. Without addressing their math trauma and helping them to build a mathematical mindset, our students may continue to struggle and be limited in their ability to succeed in math class, on the equivalency exam, and in college and career settings. So our program views math mindsets as the greatest challenge and largest opportunity for transforming the experience our students have when returning to school. Without this shift, we could share the best lesson plans, the most engaging OERs, and the most transformative teachers, and students will continue to be held back by self-limiting perceptions about math and about their ability to succeed.

Math Snacks is a fun and interactive educational series. This website contains five animated videos focusing on key mathematical concepts included in the Common Core curriculum for grades 4-8. Each interactive is beautifully illustrated, contains audio, and is supported by supplementary printable resources. All learner resources are available in both English and Spanish. Teacher guides as well as teaching videos support classroom implementation. A powerful supplementary tool for educators teaching about ratios, rates, scale factor, unit conversion, and the number line, as well as a source for children's educational entertainment at home.
Math Snacks was developed by the Learning Games Lab located at New Mexico State University.

This resource was created by Emily McManamy, in collaboration with Dawn DeTurk, Hannah Blomstedt, and Julie Albrecht, as part of ESU2's Integrating the Arts project. This project is a four year initiative focused on integrating arts into the core curriculum through teacher education, practice, and coaching.

This resource was created by Prairie Compton, in collaboration with Dawn DeTurk, Hannah Blomstedt, and Julie Albrecht, as part of ESU2's Integrating the Arts project. This project is a four year initiative focused on integrating arts into the core curriculum through teacher education, practice, and coaching.

This math center overview provides a description, purpose, suggested materials, questioning suggestions, considerations, photo examples and literature selections.

An example lesson plan of teaching simple mathematical equations in a lower primary classroom.

A good way to learn to do math in English is to do math in English. The topics and materials should be accessible but engaging. This gives us incentive to make tangents into gambling, game theory, computers, art, and any other fields where we see connections. Interdisciplinary applied mathematics can be found within these pages.

This book was written for high school students in Japan studying English for Applied Purposes, so that they could potentially take math classes when studying abroad in the future. However, nothing in the book depends on the country.

In this lesson, students will learn essential information about taxes and how they impact enrolledmembers of federally recognized Native American Tribes. Many people believe that Native Americans do not pay taxes and therefore should not benefit from federal and state tax-supported programs. This lesson debunks that myth and helps students understand the complex interrelation between state, federal, and Tribal governments and tax systems. Students will also complete a math exercise using piecewise functions to analyze and calculate federal and Oregon state income taxes. The lesson can stand on its own or serve as a complement to or extension of other math lessons.