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.
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Translanguaging Pedagogy in Elementary Mathematics
Tara M. Willging and Luciana C. de Oliveira
Mathematical Discussions: Revealing Biases
Ashley Schmidt, Treshonda Rutledge, Tandrea Fulton, and Sarah B. Bush
Do you use mathematical discussions to increase engagement in your classroom? In this Front and Center article, authors provide a discourse tool that can be used to reveal potential biases found in the implementation of the Five Practices.
Using Fermi Questions to Foster Community
Kathryn Lavin Brave and Jillian Miller
Two teachers describe how to use Fermi Questions to illuminate the connections between the Standards for Mathematical Practice and the social and emotional learning competencies.
Recalibrating Beliefs and Teaching Practices
Amanda L. Cullen
Revising Word Problems to Address UDL and Standards
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.
Students as Teachers
Heidi Fee
This article shows how to empower students in their own learning by their own creation of instructional videos and assessment.
Contemplate Then Calculate
Amy Lucenta and Grace Kelemanik
Teaching students to apply structural thinking instead of automatically following procedures and algorithms can result in efficient, elegant strategies and fewer errors.
Discovering Area Models: The Giant Sicilian Pizza Task
Corinne Thatcher Day
This hands-on task, featuring differentiation and open-ended learning, sets up students to discover area models for themselves. Organized around NCTM’s eight teaching practices from Principles to Actions, this article describes the task’s setup and implementation.
Eight Unproductive Practices in Developing Fact Fluency
Gina Kling and Jennifer M. Bay-Williams
Basic fact fluency has always been of interest to elementary school teachers and is particularly relevant because a wide variety of supplementary materials of varying quality exist for this topic. This article unpacks eight common unproductive practices with basic facts instruction and assessment.
Positioning Students to Explore Math with Technology
Allison W. McCulloch, Jennifer N. Lovett, Lara K. Dick, and Charity Cayton
The authors discuss digital equity from the perspective of using math action technologies to position all students as mathematics explorers.
