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S6.E15 - Helping Teachers Become Gate Breakers: Is Math a Gate or a Gateway? w/ JULIANA TAPPER
Student Demographics Are Not Their Mathematical Destiny
In this episode of The Culture Centered Classroom, Jocelynn is joined by Juliana Tapper, M.Ed., founder of CollaboratEd Consulting, to discuss her book
Teaching 6–12 Math Intervention: A Practical Framework To Engage Students Who Struggle.
This conversation is grounded in the powerful, practical framework Juliana shares in her book—a framework designed to help educators support students who are working below grade level without deficit thinking, lowered expectations, or exclusionary practices.
One of the most resonant ideas from the book, and from this conversation, is this truth: Student demographics are not their mathematical destiny.
Throughout the episode, Juliana explains how her framework helps teachers become gatebreakers—educators who actively disrupt inequitable systems, expand access to rigorous learning, and design math classrooms that are equity-centered, culturally relevant, and humanizing.
In this episode, we explore:
The core principles of Juliana’s math intervention framework
Why traditional intervention models often reinforce inequity
How teacher beliefs and instructional decisions shape access and opportunity
What it means to teach math in ways that honor students’ identities and lived experiences
How educators can move from compliance-driven intervention to meaningful engagement
The conversation also connects Juliana’s work to The New Teacher Project’s article, The Opportunity Myth, highlighting how students are too often denied access to grade-level tasks and rich instruction. Jocelynn and Juliana further ground the discussion in Kimberlé Crenshaw’s work on intersectionality, reminding listeners that students experience math classrooms through multiple, overlapping identities.
Resources mentioned in this episode:
Teaching 6–12 Math Intervention: A Practical Framework To Engage Students Who Struggle
https://www.collaboratedwithjuliana.com/buy
https://gatebreakerbook.comJuliana Tapper’s Masterclass
https://www.collaboratedwithjuliana.com/masterclass2The Opportunity Myth by The New Teacher Project
This episode is an invitation to rethink math intervention—not as remediation, but as an equity practice. If you’re ready to challenge assumptions, expand opportunity, and become a gatebreaker for your students, this conversation—and Juliana’s book—are a powerful place to begin.
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By JocelynnStudent Demographics Are Not Their Mathematical Destiny
In this episode of The Culture Centered Classroom, Jocelynn is joined by Juliana Tapper, M.Ed., founder of CollaboratEd Consulting, to discuss her book
Teaching 6–12 Math Intervention: A Practical Framework To Engage Students Who Struggle.
This conversation is grounded in the powerful, practical framework Juliana shares in her book—a framework designed to help educators support students who are working below grade level without deficit thinking, lowered expectations, or exclusionary practices.
One of the most resonant ideas from the book, and from this conversation, is this truth: Student demographics are not their mathematical destiny.
Throughout the episode, Juliana explains how her framework helps teachers become gatebreakers—educators who actively disrupt inequitable systems, expand access to rigorous learning, and design math classrooms that are equity-centered, culturally relevant, and humanizing.
In this episode, we explore:
The core principles of Juliana’s math intervention framework
Why traditional intervention models often reinforce inequity
How teacher beliefs and instructional decisions shape access and opportunity
What it means to teach math in ways that honor students’ identities and lived experiences
How educators can move from compliance-driven intervention to meaningful engagement
The conversation also connects Juliana’s work to The New Teacher Project’s article, The Opportunity Myth, highlighting how students are too often denied access to grade-level tasks and rich instruction. Jocelynn and Juliana further ground the discussion in Kimberlé Crenshaw’s work on intersectionality, reminding listeners that students experience math classrooms through multiple, overlapping identities.
Resources mentioned in this episode:
Teaching 6–12 Math Intervention: A Practical Framework To Engage Students Who Struggle
https://www.collaboratedwithjuliana.com/buy
https://gatebreakerbook.comJuliana Tapper’s Masterclass
https://www.collaboratedwithjuliana.com/masterclass2The Opportunity Myth by The New Teacher Project
This episode is an invitation to rethink math intervention—not as remediation, but as an equity practice. If you’re ready to challenge assumptions, expand opportunity, and become a gatebreaker for your students, this conversation—and Juliana’s book—are a powerful place to begin.