The power of Number Talks and extensions that can build to an equitable Math Talk Classroom
Karen C. Fuson and Steve Leinwand
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.
Stephanie D. Sigmon, Kelly Q. Halpin, Damien J. Ettere, and Jennifer Suh
This article models how to plan and facilitate implementing the same task in two sixth-grade classrooms with two different learning goals using the Five Practices structure.
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.
Carrie Plank and Sarah Roller Dyess
Use these three strategies to support student perseverance and discourse about context.
Amanda L. Cullen
Amanda T. Sugimoto
Mathematics standards and practices highlight the vital role that language plays in mathematics education. However, there remains a common misconception that mathematics is somehow language-free or less linguistically demanding than other content areas. This qualitative study describes an intervention implemented in six elementary mathematics methods courses. The intervention was designed to attune prospective teachers’ noticing to the language modalities and supports in mathematics teaching and learning. The intervention began with an observation tool that prospective teachers completed in their field placement classrooms. This article classifies prospective teachers’ noticings and explicates how these noticing became a pedagogical catalyst for further learning and discussion in subsequent mathematics methods classes.
This department provides a space for current and past PK–12 teachers of mathematics to connect with other teachers of mathematics through their stories that lend personal and professional support.
Madelyn W. Colonnese
A teacher implements this type of personal prose in the classroom to help students make sense of fractions and communicate ideas.
Noah Brown, Jonathan D. Bostic, Timothy Folger, Laura Folger, Tiara Hicks, and Shay Nafziger
Mathematics assessments should allow all students opportunities to demonstrate their knowledge and skills as problem solvers. Looking at textbook word problems, we share a process for revising them using Universal Design for Learning.