The authors share an online collaborative problem-solving activity that integrates support for students’ developing conceptual understanding, focused engagement, and positive feelings of agency and identity.
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Discuss It! Collaborating on the Tortoise and Hare Task
K. Ann Renninger, Maria Consuelo De Dios, Annie Fetter, Maeve R. Hogan, Moe Htet Kyaw, Ana G. Michels, Marina Nakayama, Richard Tchen, Stephen A. Weimar, Helena Werneck de Souza Dias, and Feven Yared
Using a Practical Measure to Support Inquiry Into Professional Development Facilitation
Hannah Nieman, Kara Jackson, Michael Jarry-Shore, Hilda Borko, Elham Kazemi, Starlie Chinen, Anita Lenges, Zuhal Yilmaz, and Cara Haines
Despite the complexity of facilitating professional development (PD) and growing attention to supporting facilitators, few tools exist for facilitators to engage in ongoing inquiry into their practice. In this article, we offer a practical measure, the Collaborative Professional Development Survey (CPDS), designed to provide facilitators with information about teachers’ perceptions of aspects of the PD learning environment that research indicates matter for teachers’ opportunities to learn. We illustrate how facilitators used the CPDS to support their collective inquiry into facilitation. We also illustrate the social processes that appeared to enable facilitators’ productive use of the CPDS, including a routine to analyze the resulting data, and the orientations that underpinned their analysis. We discuss implications for facilitators’ use of the CPDS.
“Mathematics: The Universal Language?”
Sharon B. Hoffert and Introduction by: Candies Cook
From the Archives highlights articles from NCTM’s legacy journals, previously discussed by the MTLT Journal Club.
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.
Identity Making in Kindergarten: Diego’s Story
Jody Guarino and Sara Manseau
Read about Diego, a kindergarten student, as he develops his mathematical identity and competency.
Teaching Is a Journey: Advice for a New Teacher
Sandy Vorensky
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.
Enacting Co-Craft Questions Using Flexible Teaching Platforms
T. Royce Olarte and Sarah A. Roberts
Teachers can implement a mathematics language routine within in-person/hybrid and remote instructional contexts.
“Reflections on High-Quality Math Instruction”
Blake E. Peterson, Douglas L. Corey, Benjamin M. Lewis, Jared Bukarau, and Introduction by: Wendy Cleaves
From the Archives highlights articles from NCTM’s legacy journals, previously discussed by the MTLT Journal Club.
Create the Positive Change: Be a Change Agent
Travis Lemon
We can be catalysts for change in mathematics classrooms. One example shared, hopefully many more are inspired by these words.
Promoting Precision in a Virtual Environment
Kathryn Lavin Brave, Mary McMullen, and Cecile Martin
The application of exact terminology benefits students when forming and supporting mathematical arguments virtually.
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