TeachNow, Teaching and Learning With Processes in Math

I currently teach in an International School in China that can accept Chinese Nationals. The student body is 80% Chinese, 15% South Korean, and 5% children of teachers in the school. The teachers in Middle and High School come from Australia, China, Colombia, Kenya, India, Macedonia, Pakistan, The Philippines, and the United States. Differentiation in this school is complicated by the fact that parents tend to be in one of two broad categories: ones who overcommit students to outside lessons despite our advice not to, and those who do not want to accept the possibility that their son/daughter has a disability. Few parents have realistic after school activities for their child or are willing to discuss how to help a learning disabled child. A significant number of students are first or second year transfers from Chinese public schools where the language of instruction for Mathematics was Mandarin. These two parental types mean that many classes have kids above grade level and many w...