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.
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Experience First, Formalize Later
Sarah Stecher, Luke Wilcox, and Lindsey Gallas
Access, Power, Identity, and Healing in Mathematics
Sara Gartland, Shellee Wong, and Laurie Silverstein
Co-teachers in a ninth-grade algebra 1 class offered instruction that integrates mathematical learning with social and emotional learning during hybrid (online and face-to-face) class meetings, promoting healing and positive identity development among students.
Leveraging Student Identities to Develop Pedagogical Fluency
Lybrya Kebreab, Sarah B. Bush, and Christa Jackson
Mathematics education can be positioned as fertile ground for societal change. This article deconstructs the complex work of supporting students’ positive mathematical identities by introducing pedagogical fluency to embody equitable beliefs and practices.
