Struggling students engage in a scaffolded series of problems and learning experiences that provide access to grade-level content.
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LauraMarie K. Coleman
This poem starts with the question in the trunk of the tree, where we imagine that we are deciding to do or not to do something. Each level represents steps in making the decision, with the top indicating a resolution in the future. Phrases wander and change direction, leading to different results. How many paths to a resolution do you see?
Beth L. MacDonald, Diana L. Moss, and Jessica H. Hunt
In this article, we explore how playing with dominoes not only requires students to count but also to subitize when constructing number and operations.
Deborah M. Thompson and A. Susan Gay
This article provides actionable steps and tools for teachers to use to promote student discourse while teaching multiplication fact strategies.
Patrice P. Waller and Alison S. Marzocchi
By focusing on the use of language that inspires, mathematics teachers can foster student agency and invite every student to be a member of the mathematics community.
Kelly Hagan and Cheng-Yao Lin
L. Jeneva Clark and Jonathan M. Clark
These teaching techniques promote students’ reasoning about connections between 2D and 3D perspectives.
Carlos Nicolas Gomez and AnnaMarie Conner
wrote a widely cited article describing the belief structures of prospective teachers and argued that the structures can aid in describing how beliefs change and the influence of authority on the individual. We investigate the impact of this manuscript on the field. To do this, we conducted a literature review (n = 59) of journal articles and proceedings published since 1998 covering the same population and goals of Cooney, Shealy, and Arvold (changing prospective teachers’ beliefs) and then conducted an analysis of 101 journal articles citing to see why the authors cited the piece. We conclude that the impact of Cooney, Shealy, and Arvold’s article differs from that of their results and suggest that belief structures should be more carefully investigated by the field.
Estrella Johnson, Christine Andrews-Larson, Karen Keene, Kathleen Melhuish, Rachel Keller and Nicholas Fortune
Our field has generally reached a consensus that active-learning approaches improve student success; however, there is a need to explore the ways that particular instructional approaches affect various student groups. We examined the relationship between gender and student learning outcomes in one context: inquiry-oriented abstract algebra. Using hierarchical linear modeling, we analyzed content assessment data from 522 students. We detected a gender performance difference (with men outperforming women) in the inquiry-oriented classes that was not present in other classes. We take the differential result between men and women to be evidence of gender inequity in our context. In response to these findings, we present avenues for future research on the gendered experiences of students in such classes.
Kyle M. Dunbar and Kathryn M. Rich
Codable robots can be used in mathematics class to help middle school students realize a purpose for what they have been learning.