A monolingual English-speaking teacher reflects on her experiences practicing a translanguaging stance in first grade with two multilingual learners and provides a set of guiding principles.

# Browse

## Translanguaging Pedagogy in Elementary Mathematics

### Tara M. Willging and Luciana C. de Oliveira

## Math Storytelling in PK–2 Classrooms

### Janice Novakowski

Mathematical storytelling is a way for young children to make connections between mathematics and their lives. The practices of using equations and materials are shared as sparks for mathematical storytelling.

## Building Equitable Math Talk Classrooms

### Karen C. Fuson and Steve Leinwand

The power of Number Talks and extensions that can build to an equitable Math Talk Classroom

## Promoting Equitable PST Participation in Mathematical Discourse: Rough Drafts on an Asynchronous Discussion Board

### 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.

## Same Task but Different Learning Goals

### 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.

## Mathematical Discussions: Revealing Biases

### Ashley Schmidt, Treshonda Rutledge, Tandrea Fulton, and Sarah B. Bush

Do you use mathematical discussions to increase engagement in your classroom? In this Front and Center article, authors provide a discourse tool that can be used to reveal potential biases found in the implementation of the Five Practices.

## Infusing SEL into the Elementary Mathematics Experience

### Rachel H. Orgel

Returning to in-person learning after COVID-19, our goal was to use our district’s framework along with the CASEL 5 to help us address the social and emotional learning needs of our students without losing the integrity of the mathematics.

## Using Fermi Questions to Foster Community

### Kathryn Lavin Brave and Jillian Miller

Two teachers describe how to use Fermi Questions to illuminate the connections between the Standards for Mathematical Practice and the social and emotional learning competencies.

## We Are Different but the Same!

### Deanna Pecaski McLennan

Use the language of mathematics to explore diversity in kindergarten.

## Promoting Equitable Problem Solving with Numberless Math Stories

### Carrie Plank and Sarah Roller Dyess

Use these three strategies to support student perseverance and discourse about context.