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
Math-Inspired Artwork
Alessandra King, Sophia Ouanes, and Claire Doh
Students and teachers enjoy exploring the boundaries between mathematics and art.
The Hidden Beauty of Complex Numbers
Juan Carlos Ponce Campuzano
Math Metaphors: Windows Into Mathematical Experiences
Toni L. Amarel and Megan H. Wickstrom
What tales would your students tell about their mathematical experiences? In this article, we describe a task, The Math Metaphor, and how it was utilized in a high school classroom as a window to explore students’ experiences with mathematics.
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.
Rethinking Wait Time: What Can 3 Seconds Do?
Kathryn Early, K. Elizabeth Hammonds, Brea Ratliff, Mariya Rosenhammer, and W. Gary Martin
A high-leverage strategy first discussed more than 50 years ago, wait time has many benefits for both teachers and students yet is not used to its full potential. See how it can enhance your students’ mathematical discourse.
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.
S3D: Small-Group, Student-to-Student Discourse
Sarah Quebec Fuentes
Learn about strategies and tools to examine and improve your practice with respect to fostering equitable small-group, student-to-student discourse.
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.
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.
