Let’s Be Flexible
Clayton Edwards and Rebecca Robichaux-Davis
Harnessing the Power of a Single-Number Number Talk
Alison Williams and Lisa Lamb
Easy to implement, this strategy has a powerful positive impact in mathematics classrooms.
Translanguaging Pedagogy in Elementary Mathematics
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.
Experience First, Formalize Later
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.
Teaching Is a Journey: Vulnerability in Our Work as Educators
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.
Growing Culturally Responsive Pedagogies
Lindsay M. Keazer and Kathleen T. Nolan
Ear to the Ground features voices from several corners of the mathematics education world.
When Only White Students Talk: EQUIP-ing Prospective Teachers to Notice Inequitable Participation
Sunghwan Byun, Niral Shah, and Daniel Reinholz
We introduce a teacher learning practice called EQUIP-ing, which aims to foster sociopolitical noticing by leveraging EQUIP, an equity-oriented classroom observation tool. We detail our iterations of EQUIP-ing to a field-based Number Talk experience in a secondary mathematics methods course with 25 White prospective teachers (PTs). We offer empirical accounts of how EQUIP-ing empowered PTs to connect their teaching practices with racialized and gendered patterns of student participation; as a result, PTs began to reconsider taken-for-granted practices. However, we also found that PTs demonstrated potentially detrimental ways of attributing marginalizing patterns to minoritized students without actionable plans to redress the inequity. We conclude by inviting mathematics teacher educators to apply EQUIP-ing while emphasizing purposeful support for asset-based noticing.
“The Equity Principle Through the Voices of African American Males”
Robert Q. Berry III and Introduction by: Jennifer Mundt Leimberer
From the Archives highlights articles from NCTM’s legacy journals, previously discussed by the MTLT Journal Club.
See Robert Q. Berry III's article and others from the archives on pubs.nctm.org.
The Hidden Beauty of Complex Numbers
Juan Carlos Ponce Campuzano
Math Metaphors: Windows Into Mathematical Experiences
Toni L. Amarel and Megan H. Wickstrom
What tales would your students tell about their mathematical experiences? In this article, we describe a task, The Math Metaphor, and how it was utilized in a high school classroom as a window to explore students’ experiences with mathematics.