Early childhood practitioners consider practical strategies to innovate mathematics through cultural responsiveness and funds of 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.
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.
Nancy K. Mack
Exploring number systems of other cultures helps students deepen mental computation fluency, knowledge of place value, and equivalent representations for numbers.
Teresa J. Gardner
Classroom activities can be part of an effective teaching strategy to help children whose math performance demonstrates a learning deficit.
Conrado L. Gómez
Words in two languages that share meaning, spelling, and pronunciation, cognates are an obvious bridge to English for Spanish-speaking learners to access mathematical knowledge.