Vary the intensity of pedagogical scaffolding along three dimensions—grouping, structure, and language—with the same rigorous prompt.
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Varying the Intensity of Scaffolding for English Learners
Haiwen Chu, Jill Neumayer DePiper, and Leslie Hamburger
Building Equitable Math Talk Classrooms
Karen C. Fuson and Steve Leinwand
The power of Number Talks and extensions that can build to an equitable Math Talk Classroom
Keeping Your Finger on the Pulse of SEL
José Martínez Hinestroza and Vanessa Abreu
Children analyzed data to read their bodies and manage their emotions. To avoid controlling children’s bodies and emotions, the authors encourage teachers to embrace children’s unanticipated responses.
S3D: Small-Group, Student-to-Student Discourse
Sarah Quebec Fuentes
Learn about strategies and tools to examine and improve your practice with respect to fostering equitable small-group, student-to-student discourse.
Revisiting Reinhart for Uncertain Teaching Times
Mindy Kalchman
Process-oriented, question-asking techniques provide a framework for approaching modern challenges, including modality pivots and student agency.
Five Rs to Promote Equitable Norms and Culture
Ruthmae Sears
Student Engagement with the “Into Math Graph" Tool
Amanda K. Riske, Catherine E. Cullicott, Amanda Mohammad Mirzaei, Amanda Jansen, and James Middleton
We introduce the Into Math Graph tool, which students use to graph how “into" mathematics they are over time. Using this tool can help teachers foster conversations with students and design experiences that focus on engagement from the student’s perspective.
Supporting Probability Understanding through Area Models
LouAnn H. Lovin
Moving beyond memorization of probability rules, the area model can be useful in making some significant ideas in probability more apparent to students. In particular, area models can help students understand when and why they multiply probabilities and when and why they add probabilities.
What's in a Name? Language Use as a Mirror into Your Teaching Practice
Tracy E. Dobie and Miriam Gamoran Sherin
Language is key to how we understand and describe mathematics teaching and learning. Learning new terms can help us reflect on our practice and grow as teachers, yet may require us to be intentional about where and how we look for opportunities to expand our lexicons.
GPS: Working Backward with Data
Matt Enlow and S. Asli Özgün-Koca
This month's Growing Problem Solvers focuses on Data Analysis across all grades beginning with visual representations of categorical data and moving to measures of central tendency using a “working backwards” approach.
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