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Making Black Girls Count in Math Education

Nicole M. Joseph

The author shares an experience she had as a mathematics learner, which became the catalyst for her work as a mathematics education researcher. She discusses the issues that Black girls face in our math classrooms and offers potential solutions for partnering with Black girls.

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Exploring Young Children’s Math Thinking in Sandcastle Building

Hannah Tan and Cynthia Lim

Children explore concepts of capacity and height measurement through sand play in nursery class.

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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.

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Teaching Is a Journey: The Frog in the Well

Linling Cai Chawla, Amanda Fox, and Elodie Resurreccion

Three authors from different cultural and linguistic backgrounds, who discovered that their understanding of math and education have been limited by their cultural views, collaborate to become better educators.

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Ways to Help Students Become Powerful Mathematical Thinkers

Alan H. Schoenfeld

Ear to the Ground features voices from several corners of the mathematics education world.

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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.

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Construct It! Triangle Puzzle Challenges

Enrique Ortiz

This article presents an original puzzle that supports students’ development of visual thinking and geometry ideas based on the Van Hiele levels of geometric thought.

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Discuss It! Collaborating on the Tortoise and Hare Task

K. Ann Renninger, Maria Consuelo De Dios, Annie Fetter, Maeve R. Hogan, Moe Htet Kyaw, Ana G. Michels, Marina Nakayama, Richard Tchen, Stephen A. Weimar, Helena Werneck de Souza Dias, and Feven Yared

The authors share an online collaborative problem-solving activity that integrates support for students’ developing conceptual understanding, focused engagement, and positive feelings of agency and identity.

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Characterizing Secondary Teachers’ Structural Reasoning

Stacy Musgrave, Cameron Byerley, Neil Hatfield, Surani Joshua, and Hyunkyoung Yoon

The Common Core State Standards for Mathematical Practice asks students to look for and make use of structure. Hence, mathematics teacher educators need to prepare teachers to support students’ structural reasoning. In this article, we present tasks and rubrics designed and validated to characterize teachers’ structural reasoning for the purposes of professional development. Initially, tasks were designed and improved using interviews and small pilot studies. Next, we gave written structure tasks to over 600 teachers in two countries and developed and validated rubrics to categorize responses. Our work contributes to the preparation and support of mathematics teachers as they develop their own structural reasoning and their ability to help students develop structural reasoning.

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Designing for Sensemaking of Research: The Mathematics District Leader Research Group

F. Paul Wonsavage

In this article, I share a design-based research intervention meant to help mathematics district leaders build their capacity to engage with research quality. I present my design (i.e., principles, key features, and intervention structure) and elaborate on how the features of the design allowed for mathematics district leaders’ sensemaking of educational research quality, especially regarding the process for collecting data and research implications. I conclude with recommendations for mathematics teacher educators on how they might adapt my design to their contexts.