Title: Challenging Mathematical Tasks for Literacy Intervention = Equity
Authors: Wendy Lewis
Journal Issue: Spring 2025 36(1)
Abstract: This article tells the story of a problem solving journey of equity. The story is based upon a pilot study at a K-8 independent school, located in a large urban setting in the southern part of the United States. The school’s literacy specialist, who was also the camp’s teacher, was invited to implement a series of challenging mathematical tasks as part of the rising third-grade students’ camp schedule. The tasks originated from the NRICH website, and were based upon topics of addition, subtraction, logic, and problem solving. Throughout the pilot study, students developed their ability to productively struggle through mathematically challenging tasks. These students who were seen as at-risk with literacy, benefitted from the literacy and oracy skills embedded in the tasks, but also from the experience of solving mathematically challenging tasks within a sociocultural context with systematic support. The students within the study emerged as not only more confident mathematicians who could stick with difficult problems, but also as more excited readers. Elementary and middle level teachers, researchers, and mathematics educators should continue implementing a series of challenging math tasks and organic intervention experiences, so this is precisely what happens in our classrooms.