Volume 117 (2024): Issue 2 (Feb 2024)
Being Mindful in the Mathematical Moment
Jonathan N. Thomas, Cindy Jong, and Molly H. Fisher
Consider dimensions of equity to enact more responsive mathematics teaching in the elementary classroom.
Beyond the Rhetoric of Re-Imagining: Using Design Thinking to Create With and for Teachers
Kara Louise Imm, Rachel Lambert, Erica Moy, Nicola Vitale, and Sandhya Raman
In this collaborative, multi-voice paper we tell the story of our design collaboration. By describing the process of one design team of teacher educators, we offer a template of what it means to center teachers' lives and experiences as we design professional development with and for them.
Building a Digit Classifier with MNIST
Students use feature engineering to build a classifier that can accurately recognize digits from images.
Building a Global Math Community: The Joyful Math Jamboree
Cody L. Patterson and E. J. M. Gerber
Ear to the Ground features voices from several corners of the mathematics education world.
Building My Thinking Classroom
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.
Centering Mathematics Pre-Service Teachers’ Whole Selves: A Collaborative Approach to Course Syllabus Design
José Martínez Hinestroza, Maceigh D. Strange, and Ciara D. Townsell
In this participatory research, two pre-service teachers (PSTs) and a mathematics teacher educator (MTE) collaboratively analyzed multiple voices that influence syllabi from elementary mathematics teaching methods courses. Findings suggest syllabi fall along a continuum from harmonious to dissonant orchestration of the voices of past and present children, PSTs, MTEs, universities, and state policies. Formatting, stance makers, and content and wording influenced the kind of multivocality that addressivity, ventriloquation, and hybridization constituted. These findings informed our use of collage method to create a sample syllabus that centers the voices of PSTs and their future students. We discuss implications that intentional syllabus design decisions may have in humanizing these documents and fostering a relationship of mutuality and support between PSTs and MTEs.
Choreographic Group Theory
How math is involved in dance and choreographic intent.
Considering the 5 Practices Through a Statistical Lens
Karoline Smucker, Francisco Sepúlveda, Travis Weiland, Susan Cannon, Stephanie Casey, and Sunghwan Byun
An adaptation of The 5 Practices framework for statistical investigations that accounts for differences between mathematics and statistics.