As math teachers, we want all students to have the chance to solve rich problems with minimal support, but removing scaffolds can be intimidating: how will students handle disequilibrium if they already grapple with factors such as low frustration tolerance, dysfluency, significant distractibility, math anxiety, or a learning difference?

In this session, we will explore multisensory problem-solving routines that promote tinkering, predicting, and persevering while also supporting students who just want to know how to get to the answer. We will practice introducing multi-step problems in a way that allows students time to process and visualize without any additional verbal cueing. Then we will discuss the research behind manageable, multisensory, differentiated routines and visit Stephen Gaynor School classrooms to see some of these routines in action.