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I teach 11th and 12th grade advanced algebra and statistics in a high-needs public school. A large majority of our students are low-income and minority, and the primary focus of our school is to help under-served students get into and through college. Taking an upper level math course is challenging to many. It can become overwhelming to students if they do not have the support or resources to understand the new content. As our class continues to learn new upper level math concepts, we become increasingly cognizant of the limitations in our classroom because we do not have the technology to support our students’ development. Furthermore, many of my students do not have computers at home. At school, we have just a small handful of working computers and one printer for our students to share, which further complicates the situation.

About my class

I teach 11th and 12th grade advanced algebra and statistics in a high-needs public school. A large majority of our students are low-income and minority, and the primary focus of our school is to help under-served students get into and through college. Taking an upper level math course is challenging to many. It can become overwhelming to students if they do not have the support or resources to understand the new content. As our class continues to learn new upper level math concepts, we become increasingly cognizant of the limitations in our classroom because we do not have the technology to support our students’ development. Furthermore, many of my students do not have computers at home. At school, we have just a small handful of working computers and one printer for our students to share, which further complicates the situation.

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