Dr. Aris Winger Georgia Gwinnett College Culturally Responsive Mathematics Instruction In this four part series we build towards classrooms that are full of practices and actions that promote cultural responsiveness. Actions, Practices, & Implementation: As a group, we will spend some time talking about the necessity of the work and our personal obstacles to changing, eventually we will spend a significant amount of time discussing various practices and implementations, old and new, that they can be implemented in classrooms. I am not going to be talking that much about theory but about actions and policies that they can change in their classroom to create a sense of belonging. Some will be math student-centered and some will simply student-centered. The group will participate in creating some themselves. The practices will also vary in scope in the sense that some teachers should be able to implement them in the next class and other practices will require significant work. But if we have multiple sessions, they can be worked on between sessions and be brought back for feedback and discussion. At the end we should summarize the experience in a document, booklet or curriculum of best practices for the district for dissemination.