The authors began this work with the understandings that (a) there is no “neutral” when it comes to the teaching of mathematics, and (b) mathematics teacher educators need to do something to help produce teachers of mathematics that develop students’ relationships with mathematics and push against the inequities that exist both within and outside of the classrooms in which they will teach. In response, the authors created, deployed, and studied a learning module in an attempt to enact antiracist mathematics teacher education. The learning module activities, the findings about the learning from the prospective teachers who engaged in the module, and messages for mathematics teacher educators who want to engage in this work are shared.
Joel Amidon, Anne Marie Marshall, and Rebecca E. Smith
Kristi J. Isaacson and Christina Betz-Cahill
Explore the impact technology has on mathematical identity and agency when students use mathematical action technology to engage in cycles of proof and support case-based reasoning.
Kate Roscioli and Jennifer Suh
Learn how to engage students in geometry concepts through a real-world task that leverages GeoGebra to provide students with generalization and authorship opportunities.
Stacy K. Boote and Terrie M. Galanti
Elementary school students use physical manipulatives (e.g., pattern blocks) to make sense of the geometry and measurement ideas in a Code.org block-based programming lesson.
Kelly Overby Byrd, Kayla Cooper, Raegan Bolger, and Heather Treece
We share two examples of student engagement in visible, mathematical thinking through a Chalk Talk within the four walls of the classroom, as well as the connected spaces of online learning. Five steps for facilitating the Chalk Talk are outlined, with descriptions of teacher moves for each step.
Lara K. Dick, Amanda G. Sawyer, Margaret MacNeille, Emily Shapiro, and Tabitha A. Wismer
We investigate resources on TeachersPayTeachers and discuss how what is available affects our teaching practices.
This department provides a space for current and past PK-12 teachers of mathematics to connect with other teachers of mathematics through their stories that lend personal and professional support.
Melissa Graham, Johana Thomas Zapata, Amy Roth McDuffie, Nicole Blake, Introduction and Reflection by Angela T. Barlow, David Custer, and Clayton Edwards
Lesson study supports teachers in learning about curriculum and effective teaching practices. We discuss a district-wide lesson study process used to explore and adopt a new curriculum.
Kym Fry and Lyn D. English
Grade 4 students engage in problem solving through inquiry in an agricultural science context.
Nicole R. Rigelman and Introduction by: Sam Rhodes
From the Archives highlights articles from NCTM’s legacy journals, previously discussed by the MTLT Journal Club.