These strategies for teachers promote this necessary but challenging condition of high‐quality discourse, especially when a student shares an unanticipated conjecture.
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Patrick L. Sullivan, Stefanie D. Livers, and Whitney Evans
Stefanie R. Bordeaux
Steve Ingrassia and Molly Rawding
Problems to Ponder provides 28 varied, classroom-ready mathematics problems that collectively span PK12, arranged in order of grade level. Answers to the problems are available online.
Randall E. Groth
Ear to the Ground features voices from various corners of the mathematics education world.
Tanya Maloney and Jamaal Sharif Matthews
This multimethod study draws on theories of teacher care, dispositions, and culturally relevant pedagogy to examine how 12 urban mathematics teachers’ perceptions of their own care practices align with their Black and Latinx students’ (n = 321) sense of connectedness in the mathematics classroom. A qualitative analysis of in-depth interviews with the teachers established three typologies of care: empathetic, transactional, and blended. A questionnaire measure of mathematics classroom connectedness revealed that students in classrooms led by teachers who enacted an empathetic caring pedagogy were more likely to agree that their teachers provided emotional support, their classroom felt like a family, and their contributions were valued in class. Furthermore, students’ sense of classroom connectedness mediated the link between teacher care and the students’ perceived value and relevance of mathematics.
Carole E. Greenes
After reviewing the positive and negative impacts of past frameworks, new curricula, instructional methods, and assessment strategies, the author makes recommendations for the next mathematics education movement.
Jinfa Cai, Anne Morris, Charles Hohensee, Stephen Hwang, Victoria Robison, Michelle Cirillo, Steven L. Kramer and James Hiebert
Kien H. Lim
The hammer-and-nail phenomenon highlights human tendency to approach a problem using a tool with which one is familiar instead of analyzing the problem. Pedagogical suggestions are offered to help students minimize their mathematical impulsivity, cultivate an analytic disposition, and develop conceptual understanding.
Heather West, Emily Elrod, Karen Hollebrands, and Valerie Faulkner
In this editorial, an analysis of articles published in the Mathematics Teacher Educator journal (MTE) from 2012 to 2020, which describes the knowledge base for mathematics teacher educators addressed by MTE authors, is presented. This analysis builds on similar work conducted four years ago (). These more recent findings demonstrate that articles focusing on teacher knowledge; mathematical content; student thinking and reasoning; and models of teacher preparation or in-service professional development (PD) have been the most frequently published in MTE. In contrast, a limited number of articles have focused on discourse; diversity, equity, and language; technology; and methods of research. This examination allows us to assess as a community where we were, where we are, and where we might go in the future.