We introduce a teacher learning practice called EQUIP-ing, which aims to foster sociopolitical noticing by leveraging EQUIP, an equity-oriented classroom observation tool. We detail our iterations of EQUIP-ing to a field-based Number Talk experience in a secondary mathematics methods course with 25 White prospective teachers (PTs). We offer empirical accounts of how EQUIP-ing empowered PTs to connect their teaching practices with racialized and gendered patterns of student participation; as a result, PTs began to reconsider taken-for-granted practices. However, we also found that PTs demonstrated potentially detrimental ways of attributing marginalizing patterns to minoritized students without actionable plans to redress the inequity. We conclude by inviting mathematics teacher educators to apply EQUIP-ing while emphasizing purposeful support for asset-based noticing.
When Only White Students Talk: EQUIP-ing Prospective Teachers to Notice Inequitable Participation
Sunghwan Byun, Niral Shah, and Daniel Reinholz
Keeping Your Finger on the Pulse of SEL
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.
We Are Different but the Same!
Deanna Pecaski McLennan
Use the language of mathematics to explore diversity in kindergarten.
Student Engagement with the “Into Math Graph" Tool
Amanda K. Riske, Catherine E. Cullicott, Amanda Mohammad Mirzaei, Amanda Jansen, and James Middleton
We introduce the Into Math Graph tool, which students use to graph how “into" mathematics they are over time. Using this tool can help teachers foster conversations with students and design experiences that focus on engagement from the student’s perspective.
All We Have Are Questions
Tyrone Martinez-Black and Sara K. Rezvi
Ear to the Ground features voices from several corners of the mathematics education world.
Practicing Culturally Responsive Mathematics Teaching
Emily P. Bonner
Practices for Mathematics and Science Integration
Zandra de Araujo, Deborah Hanuscin, and Samuel Otten
In this paper we discuss different ways teachers can integrate science and mathematics into their curriculum. In particular, we focus on science and mathematics integration via the disciplinary practices.
Engaging Latino Families as Mathematicians
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.
Quick Blocks: Developing Spatial Sense
Gabriel Matney, Julia Porcella, and Shannon Gladieux
This article shares the importance of giving K-12 students opportunities to develop spatial sense. We explain how we designed Quick Blocks as an activity to engage our students in both spatial reasoning and number sense. Several examples of students thinking are shared as well as a classroom dialogue.
Reveal Limitations through Fraction Division Problem Posing
Janet Sharp and Rachael M. Welder
Students notoriously struggle with division of fractions in 5 key areas. Hear what those 5 areas are and how recommendations address the limitations.