Mathematics education can be positioned as fertile ground for societal change. This article deconstructs the complex work of supporting students’ positive mathematical identities by introducing pedagogical fluency to embody equitable beliefs and practices.
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Lybrya Kebreab, Sarah B. Bush, and Christa Jackson
Xi Yu
When learning is virtual and students’ webcams are turned off, the ways that we interacted in an in-person classroom fall short. These six strategies for hearing from all students during whole-group instruction and small-group work honor students’ need to keep their webcams off.
Maria de Hoyos
To ensure that technology use benefits all students, it must be accessible with respect to cost and ease of use. Moreover, technology needs to be integrated by considering it from the perspective of the curriculum.
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.
Zachary A. Stepp
“It's a YouTube World” (Schaffhauser, 2017), and educators are using digital tools to enhance student learning now more than ever before. The research question scholars need to explore is “what makes an effective instructional video?”.
Travis Lemon
NCTM has provided rich resources through the publication of practitioner journals for decades and is now leading the way once again with a digital first dynamic publication focused on the learning and teaching of mathematics. This is a rich opportunity for teachers to engage, to learn and to go.
Catherine Tabor
A programming activity helps students give meaning to the abstract concept of slope.
D. Bruce Jackson
Given two slices of bread—a problem and the answer—students fill in the fixings: their own mathematics reasoning.
Classroom communities should embrace individuals and foster communication; to this end, the MT Editorial Panel requests submissions on how to capitalize on the strengths that cultural, racial, and linguistic diversity bring to the classroom.
Nancy S. Roberts and Mary P. Truxaw
A classroom teacher discusses ambiguities in mathematics vocabulary and strategies for ELL students in building understanding.
