An online activity provides instructional strategies that can help students engage in mathematical modeling and autonomous learning.
Digital Learning Routes: An Example of Mathematical Modeling
Salomé Martínez, Flavio Guiñez, and Darío González
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.
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.
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.
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.
Everybody Still Plays: Virtual Engagement without Webcams On
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.
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.