Given two slices of bread—a problem and the answer—students fill in the fixings: their own mathematics reasoning.
D. Bruce Jackson
Nancy S. Roberts and Mary P. Truxaw
A classroom teacher discusses ambiguities in mathematics vocabulary and strategies for ELL students in building understanding.
An analysis of problems from state assessments and other sources helps preservice teachers discover analogous mathematical representations.
Marion D. Cohen
Studying mathematics-related fiction and poetry helps students develop an appreciation for both mathematics and literature and an understanding of the connection between the two.
Indigo Esmonde and Jennifer M. Langer-Osuna
In this article, mathematics classrooms are conceptualized as heterogeneous spaces in which multiple figured worlds come into contact. The study explores how a group of high school students drew upon several figured worlds as they navigated mathematical discussions. Results highlight 3 major points. First, the students drew on 2 primary figured worlds: a mathematics learning figured world and a figured world of friendship and romance. Both of these figured worlds were racialized and gendered, and were actively constructed and contested by the students. Second, these figured worlds offered resources for 1 African American student, Dawn, to position herself powerfully within classroom hierarchies. Third, these acts of positioning allowed Dawn to engage in mathematical practices such as conjecturing, clarifying ideas, and providing evidence.
Kelly Cline, Jean McGivney-Burelle, and Holly Zullo
Voting in the classroom can engage students and promote discussion. All you need is a good set of questions.