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.
Lybrya Kebreab, Sarah B. Bush, and Christa Jackson
In this article, I propose a mathematical version of Universal Design for Learning called UDL Math. I describe three classrooms that include students with disabilities in meaningful mathematics and explore how the teachers create access through multiple means of engagement, representation, and strategic action.
Deanna Pecaski McLennan
Amanda K. Riske, Catherine E. Cullicott, Amanda Mohammad Mirzaei, Amanda Jansen, and James Middleton
We introduce the Into Math Graph tool, which students use to graph how “into" mathematics they are over time. Using this tool can help teachers foster conversations with students and design experiences that focus on engagement from the student’s perspective.
Kelly Curtis, Katrina Lindo, and Amanda Jansen
When a ninth-grade teacher used discourse moves aligned with responding to students’ thinking and explicitly promoting productive dispositions, her students reported having positive experiences.
Danielle R. Divis and Tyler Johnson
This practitioner article describes a lesson carried out in a high school classroom at the conclusion of a unit on exponential growth. Two teachers use a series of music-related activities to engage students in using and connecting multiple representations of exponential growth while exploring musical frequencies on a piano.
Angela Just and Jennifer D. Cribbs
The authors outline the importance of using variety when teaching mathematics.
Ear to the Ground features voices from various corners of the mathematics education world.
Teachers can use the SCAMPER framework to help students understand and appreciate rich mathematical connections in topics such as functions. The framework facilitates critical and creative thinking by allowing students to explore concepts through open mathematics.
Sean P. Yee, George J. Roy, and LuAnn Graul
As mathematical patterns become more complex, students' conditional reasoning skills need to be nurtured so that students continue to critique, construct, and persevere in making sense of these complexities. This article describes a mathematical task designed around the online version of the game Mastermind to safely foster conditional reasoning.