Consider dimensions of equity to enact more responsive mathematics teaching in the elementary classroom.

# Browse

## Being Mindful in the Mathematical Moment

### Jonathan N. Thomas, Cindy Jong, and Molly H. Fisher

## Let’s Give Them Something to Talk About

### Nicola M. Hodkowski and Carolyn Carhart-Quezada

Different types of open tasks can be used as a tool to promote rigorous student mathematical discourse and considerations for facilitation.

## Build It! The Rectangle Game

### Theresa Wills, Jennifer Suh, Kate Roscioli, Amanda Guzman, Jennifer Everdale, and Sandra Lee

Discover technology-enhanced, game-based tasks and student generalizations.

## Construct It! Intersecting Language and Mathematics with Interlocking Cubes

### Basil Conway IV and Marjorie Mitchell

Students learn to build their own numbering system by recognizing and identifying patterns with interlocking cubes in different place values.

## Developing Multilingual Learners’ Mathematics Reasoning and Register

### Richard Kitchen, Libni B. Castellón, and Karla Matute

By examining some of Ms. Hill’s instructional moves, we demonstrate how a fifth-grade teacher simultaneously developed her multilingual learners’ mathematical reasoning and mathematics register.

## Are We Preparing Agents of Change or Instruments of Inequity? Teaching Toward Antiracist Mathematics Teacher Education

### Joel Amidon, Anne Marie Marshall, and Rebecca E. Smith

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.

## Division Without Duress Yields High Levels of Success

### 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.

## Turning Trucks Into a Meaningful Geometry Exploration

### 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.

## Teaching Angle as Turn Using a Code.org Lesson

### 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.

## Chalk Talk: Engaging All Students in Visible Thinking

### 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.