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.
Sara Gartland, Shellee Wong, and Laurie Silverstein
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.
José Martínez Hinestroza and Vanessa Abreu
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.
Ruthmae Sears, Jennifer Bay-Williams, James C. Willingham, and Amanda Cullen
Social and Emotional Learning and the Standards for Mathematical Practice have a mutually beneficial relationship and develop mathematically proficient and confident students.
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.
Jen Munson, Geetha Lakshminarayanan, and Thomas J. Rodney
Off You Go is a PK–12 mathematical routine that leverages children’s home resources and assets to support them in developing conceptual precision. We provide a guide for how to adapt this routine to engage students at any grade in argumentation and attending to precision.
Sarah Quebec Fuentes
Learn about strategies and tools to examine and improve your practice with respect to fostering equitable small-group, student-to-student discourse.
Deanna Pecaski McLennan
Use the language of mathematics to explore diversity in kindergarten.
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.
Diane Torres-Velasquez, Gilberto Lobo, Introduction by: Sarah Parker, Rebecca MeCaskey, and Rebecca R. Robichaux-Davis
From the Archives highlights articles from NCTM’s legacy journals, previously discussed by the MTLT Journal Club.