Under "Working Towards Equitable Outcomes for Diverse Students", in the introductory matter of the GEIM for Measurement K-3, it suggests
When students can make personal connections to their learning, and when they feel secure in their learning environment, their true capacity will be reflected in their achievement. (page 6)
So, a sense of security sets the foundation for true possibilities to unfold, in terms of student learning, success in school, and life-long achievement?
Why, then, was I struggling recently with designing a problem about a camping trip (pretty much 0% of my students camp), when over a quarter of my students are Chinese, and I could just as easily have constructed a problem about visiting grandma to celebrate Chinese new year?!
Why? Well, because I am not Chinese, I guess, and because as much as I like to think I am culturally proficient, such oversights illustrate how we are all affected by our own schema!
Becoming more aware of how I can integrate the cultures of the students into the problems I want them to solve might just make a positive impact, in terms of engagement. And that might make achievement of the concepts I hope they'll learn, well, more... achievable!