Returning to in-person learning after COVID-19, our goal was to use our district’s framework along with the CASEL 5 to help us address the social and emotional learning needs of our students without losing the integrity of the mathematics.
Rachel H. Orgel
Carrie Plank and Sarah Roller Dyess
Use these three strategies to support student perseverance and discourse about context.
Douglas H. Clements, Shannon S. Guss, and Julie Sarama
Learning trajectories help teachers challenge children at just the right level for their best learning.
Sarah A. Roberts, Zandra de Araujo, Craig Willey, and William Zahner
Enacting these considerations supports integrated thinking about how to attend to both mathematics content and language development.
Chunlian Jiang and Eunmi Joung
Growing Problem Solvers provides four original, related, classroom-ready mathematical tasks, one for each grade band. Together, these tasks illustrate the trajectory of learners’ growth as problem solvers across their years of school mathematics.
Eric Cordero-Siy and Hala Ghousseini
Three deliberate teaching practices can help students strengthen multiple connections to a unifying concept.
Noah Brown, Jonathan D. Bostic, Timothy Folger, Laura Folger, Tiara Hicks, and Shay Nafziger
Mathematics assessments should allow all students opportunities to demonstrate their knowledge and skills as problem solvers. Looking at textbook word problems, we share a process for revising them using Universal Design for Learning.
Design projects to encourage your students’ self-efficacy and motivate mathematics learning by helping them apply their prior knowledge from real-world experiences.
Xiaobo She and Timothy Harrington
Get familiar with this visual instructional tool to help students make sense of mathematical relationships and select suitable operations for word problems at varied grade levels.
Amanda T. Sugimoto and Heidi Meister
The authors draw on collaboration with a group of teachers to describe how three-act tasks could be (re)designed and implemented for online synchronous and asynchronous learning, identifying technological factors that teachers might consider.