Browse

You are looking at 1 - 10 of 179 items for :

  • Communication x
  • Refine by Access: All content x
Clear All
Restricted access

Sam Rhodes, Alesia Mickle Moldavan, Montana Smithey, and Allison DePiro

Interrogate deficit-based thinking and suggest asset-based language to develop mathematical identities, understandings, and consciousness.

Restricted access

Stephanie D. Sigmon, Kelly Q. Halpin, Damien J. Ettere, and Jennifer Suh

This article models how to plan and facilitate implementing the same task in two sixth-grade classrooms with two different learning goals using the Five Practices structure.

Restricted access

Jordan Benedict

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.

Restricted access

Ashley Schmidt, Treshonda Rutledge, Tandrea Fulton, and Sarah B. Bush

Do you use mathematical discussions to increase engagement in your classroom? In this Front and Center article, authors provide a discourse tool that can be used to reveal potential biases found in the implementation of the Five Practices.

Restricted access

Victoria R. Jacobs, Susan B. Empson, Joan M. Case, Amy Dunning, Naomi A. Jessup, Gladys Krause, and D’Anna Pynes

The authors introduce an activity involving “follow-up equations” to connect with ideas children have already expressed during fraction problem solving.

Restricted access

Taea Fonkert

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.

Restricted access

George J. Roy, Kristin E. Harbour, Christie Martin, and Matthew Cunningham

Using this strategy, a teacher facilitates a short conversation during which students verbally explain and justify reasoning. We have found that a coordinated series of number talks supports students’ reasoning when comparing fractions.

Restricted access

Sara Gartland, Shellee Wong, and Laurie Silverstein

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.

Restricted access

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.

Restricted access

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.