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.
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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.
Chepina Rumsey, Jody Guarino, and Michelle Sperling
We describe how mathematical argumentation supports curiosity and exploration by sharing a first-grade lesson in which students explored decomposition with subtraction. We also reflect on the conditions that supported the inclusion of mathematical argumentation.
Deanna Pecaski McLennan
Use the language of mathematics to explore diversity in kindergarten.
Carrie Plank and Sarah Roller Dyess
Use these three strategies to support student perseverance and discourse about context.
Jody Guarino, Shelbi Cole, and Michelle Sperling
In a humanized approach to assessment, the design of the instrument itself is only a small part of the overall process.
Hala Ghousseini, Sarah Lord, and Aimee Cardon
Kindergartners are capable of engaging in reasoning about mathematics and justifying their thinking using several resources.
Each month Asked & Answered highlights selected threads from the MyNCTM community. MyNCTM is an online community where NCTM members can ask questions, start and join discussions, and interact with education experts. We encourage you to join the conversation at https://my.nctm.org.
Katherine Baker, Naomi A. Jessup, Victoria R. Jacobs, Susan B. Empson, and Joan Case
Productive struggle is an essential part of mathematics instruction that promotes learning with deep understanding. A video scenario is used to provide a glimpse of productive struggle in action and to showcase its characteristics for both students and teachers. Suggestions for supporting productive struggle are provided.
