By examining some of Ms. Hill’s instructional moves, we demonstrate how a fifth-grade teacher simultaneously developed her multilingual learners’ mathematical reasoning and mathematics register.
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Richard Kitchen, Libni B. Castellón, and Karla Matute
Aubrey Neihaus, Crystal Kalinec-Craig, Priya V. Prasad, and Marcy B. Wood
A guide for revising tasks with harmful contexts
Pamela A. Seda
Ear to the Ground features voices from several corners of the mathematics education world.
Kristin Doherty
Support students in conjecturing in ways that can promote their agency in the learning process.
Alison Williams and Lisa Lamb
Easy to implement, this strategy has a powerful positive impact in mathematics classrooms.
Tara M. Willging and Luciana C. de Oliveira
A monolingual English-speaking teacher reflects on her experiences practicing a translanguaging stance in first grade with two multilingual learners and provides a set of guiding principles.
Sarah Stecher, Luke Wilcox, and Lindsey Gallas
The EFFL model empowers students to build strong conceptual understanding of mathematics through carefully designed, equity-minded activities that disrupt the traditional lecture-based classroom.
Taylee Nelson
This department provides a space for current and past PK-12 teachers of mathematics to connect with other teachers of mathematics through their stories that lend personal and professional support.
Joel Amidon, Anne Marie Marshall, and Rebecca E. Smith
The authors began this work with the understandings that (a) there is no “neutral” when it comes to the teaching of mathematics, and (b) mathematics teacher educators need to do something to help produce teachers of mathematics that develop students’ relationships with mathematics and push against the inequities that exist both within and outside of the classrooms in which they will teach. In response, the authors created, deployed, and studied a learning module in an attempt to enact antiracist mathematics teacher education. The learning module activities, the findings about the learning from the prospective teachers who engaged in the module, and messages for mathematics teacher educators who want to engage in this work are shared.
