The authors began this work with the understandings that (a) there is no “neutral” when it comes to the teaching of mathematics, and (b) mathematics teacher educators need to do something to help produce teachers of mathematics that develop students’ relationships with mathematics and push against the inequities that exist both within and outside of the classrooms in which they will teach. In response, the authors created, deployed, and studied a learning module in an attempt to enact antiracist mathematics teacher education. The learning module activities, the findings about the learning from the prospective teachers who engaged in the module, and messages for mathematics teacher educators who want to engage in this work are shared.
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Joel Amidon, Anne Marie Marshall, and Rebecca E. Smith
Sherri L. Martinie
Given the numbers and data at our fingertips in this digital age, mathematical and digital literacy skills are imperative when it comes to understanding natural and social phenomena and making good decisions. As teachers we are responsible for helping students make sense of this information
Kelly Overby Byrd, Kayla Cooper, Raegan Bolger, and Heather Treece
We share two examples of student engagement in visible, mathematical thinking through a Chalk Talk within the four walls of the classroom, as well as the connected spaces of online learning. Five steps for facilitating the Chalk Talk are outlined, with descriptions of teacher moves for each step.
Kym Fry and Lyn D. English
Grade 4 students engage in problem solving through inquiry in an agricultural science context.
Matthew Kandel
Students determine the usable lifespan of a pencil in this mathematical modeling activity.
Deanna Pecaski McLennan
This article describes how fortuitous mathematical moments should be noticed, encouraged, embraced, and capitalized upon.
S. Asli Özgün-Koca and Monica G. McLeod
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.
Daniel Frischemeier
Bar graphs are fundamental to display distributions of categorical variables in primary school. Here is an approach using TinkerPlots™ to create bar graphs on different representation levels in small and large data sets.
Surani Joshua, James Drimalla, Dru Horne, Heather Lavender, Alexandra Yon, Cameron Byerley, Hyunkyoung Yoon, and Kevin Moore
The Relative Risk Tool web app allows students to compare risks relating to COVID-19 with other more familiar risks, to make multiplicative comparisons, and to interpret them.
Hyunyi Jung, Ji-Won Son, and Ji-Yeong I
Use a COVID-19 lesson as an example of how to apply a framework aligned with research recommendations to support students as they apply mathematics to real life.
