Journal Issue
Journal Issue
Patricio Herbst, Daniel Chazan, Sandra Crespo, Percival G. Matthews, and Erin K. Lichtenstein
Siddhi Desai, Farshid Safi, and Brianna Kurtz
Ear to the Ground features voices from several corners of the mathematics education world.
Cheng-Yao Lin and Aviva Hamavid
Growing Problem Solvers provides four original, related, classroom-ready mathematical tasks, one for each grade band. Together, these tasks illustrate the trajectory of learners’ growth as problem solvers across their years of school mathematics.
Leslie Dietiker and Andrew S. Richman
We use a narrative framework to investigate how mathematics textbook lessons can promote sustained student inquiry. Our analysis of four high school textbook lessons on the SSA congruence property, three of which contain explorations, reveals how explorations can promote problem-solving perseverance by inspiring readers to raise mathematical questions and by keeping these questions open throughout significant portions of the lesson. Furthermore, student curiosity and anticipation can be enhanced through ambiguity. Stark structural differences exist among lessons with explorations, suggesting that explorations are not necessarily supportive of sustained student inquiry. These insights not only enable educators to learn whether and how a lesson encourages inquiry but also support the design of new curricular materials aligned with the goals of reform.
Ricardo Martinez
REALM is a mathematics summer program for minoritized high school age students that brings together history, culture, and youth agency to commit to positive action upon the world. This poem was written as a reflection of how students engaged in and with mathematics during the summer program.
Lucy A. Watson, Christopher T. Bonnesen, and Jeremy F. Strayer
Teachers can offer opportunities for K–12 students to reflect on the nature of mathematics (NOM) as they learn.
