Children analyzed data to read their bodies and manage their emotions. To avoid controlling children’s bodies and emotions, the authors encourage teachers to embrace children’s unanticipated responses.
José Martínez Hinestroza and Vanessa Abreu
Amanda M. Dominguez, Marina Feldman, Dan Battey, Christelle Palpacuer Lee, and Jessica Hunsdon
Rethink family mathematics nights by drawing on an asset-based perspective in a virtual environment, centering multilingualism and community mathematics knowledge.
Geraldo Tobon and Marie Tejero Hughes
We share our experiences and those of culturally diverse families who participated in math workshops. We tie our experiences with the importance of family engagement, in particular, viewing families as a resource to be tapped into. We do so, in hopes that other school personnel take on a similar venture.
Nevin Iliev and Frank D'Angelo
Enable children of all backgrounds to move beyond their current knowledge base and make culturally relevant mathematical connections.
Higinio Dominguez and Melissa Adams
Complement teacher noticing with student noticing to enhance the teaching and learning of estimation.
Tamsin Meaney, Tony Trinick, and Uenuku Fairhall
In this article, we explore how a school in Aotearoa [New Zealand] infuses the identity of Indigenous students into the school-based curriculum through the promotion of their language and culture in mathematics lessons. Bernstein's pedagogic device illustrates how teachers' practices were influenced by being able to think the “unthinkable.” This came from the contestation that arose when competing bodies of knowledge had to be integrated both at the school level and at the classroom level. For equity to be achieved regarding students' mathematics learning, parents' and the community's aspirations for students' education need to be infused into debates about the knowledge that teachers are expected to include in their teaching. This enables the local context to make a positive contribution to students' learning. It also implies that programs for improvement should not be imposed on schools unless there are opportunities for them to be adapted to the needs of individual schools.
Sarah J. Selmer and Kimberly Floyd
A proactive preschool teacher differentiates instruction by using the Universal Design for Learning framework to decrease barriers that limit students' access to classroom learning.
Thomas E. Hodges, Terry D. Rose, and April D. Hicks
A series of diagnostic questions helps this teacher better assess and comprehend the misconceptions of third graders who struggle with multiplication.
Gina Gresham and Mary Little
Sit beside a fourth-grade teacher being trained to diagnose learning deficits and then develop and implement intervention strategies to help a struggling student become a successful learner.