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Digital Learning Routes: An Example of Mathematical Modeling

Salomé Martínez, Flavio Guiñez, and Darío González

An online activity provides instructional strategies that can help students engage in mathematical modeling and autonomous learning.

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Let’s Give Them Something to Talk About

Nicola M. Hodkowski and Carolyn Carhart-Quezada

Different types of open tasks can be used as a tool to promote rigorous student mathematical discourse and considerations for facilitation.

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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.

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Math, Culture, Language, and Identity for Emergent Bilinguals

Ricardo Martinez and Ji Yeong I

Ear to the Ground features voices from serveral corners of the mathematics education world.

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Promoting Equitable PST Participation in Mathematical Discourse: Rough Drafts on an Asynchronous Discussion Board

Margaret Rathouz, Nesrin Cengiz-Phillips, and Angela S. Krebs

Issues of equity in mathematics classrooms existed prior to COVID-19. For many students, however, meaningful participation in mathematical discussions became nearly impossible in online settings during the pandemic. In this study, we note the diversity in and nature of participation in mathematical discourse in an online course for preservice teachers (PSTs). We investigate the influence of implementing two support strategies for discussion: (a) establishing a “rough-draft/revision” orientation to mathematical tasks; and (b) providing time and structure (tasks and prompts) in an online discussion board for PSTs to post their initial thoughts, react to peers’ solutions, and collectively revise their ideas. In this article, we highlight several benefits of these support strategies to equitable PST participation in a unit on number theory. For example, as compared with oral discussions where only a few PSTs offered their ideas, the written discussion format encouraged every PST to post their ideas. Using a rough-draft/revision stance in the prompts fostered sharing and revealed diverse mathematical approaches, perspectives, and ideas. We argue that giving students opportunities to interact with one another and the mathematics in a variety of ways promotes equitable participation.

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Three-Act Tasks and Online Teaching

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.

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Everybody Still Plays: Virtual Engagement without Webcams On

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.

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Playing with Fractions

Juli K. Dixon, Treshonda Rutledge, Jennifer C. Caton, and Edward C. Nolan

Constraints for social distancing require teachers to find creative ways to engage students. Consider this fun strategy for exploring fraction equivalence, addition, and subtraction in a game environment where students use self-made or digital manipulatives.

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Pandemics and Issues of Equity

Naomi A. Jessup, Jennifer A. Wolfe, Oyita Udiani,, and Crystal A. Kalinec-Craig

Ear to the Ground features voices from various corners of the mathematics education world.