Discover technology-enhanced, game-based tasks and student generalizations.
Browse
Build It! The Rectangle Game
Theresa Wills, Jennifer Suh, Kate Roscioli, Amanda Guzman, Jennifer Everdale, and Sandra Lee
Developing Multilingual Learners’ Mathematics Reasoning and Register
Richard Kitchen, Libni B. Castellón, and Karla Matute
By examining some of Ms. Hill’s instructional moves, we demonstrate how a fifth-grade teacher simultaneously developed her multilingual learners’ mathematical reasoning and mathematics register.
Are We Preparing Agents of Change or Instruments of Inequity? Teaching Toward Antiracist Mathematics Teacher Education
Joel Amidon, Anne Marie Marshall, and Rebecca E. Smith
The authors began this work with the understandings that (a) there is no “neutral” when it comes to the teaching of mathematics, and (b) mathematics teacher educators need to do something to help produce teachers of mathematics that develop students’ relationships with mathematics and push against the inequities that exist both within and outside of the classrooms in which they will teach. In response, the authors created, deployed, and studied a learning module in an attempt to enact antiracist mathematics teacher education. The learning module activities, the findings about the learning from the prospective teachers who engaged in the module, and messages for mathematics teacher educators who want to engage in this work are shared.
Turning Trucks Into a Meaningful Geometry Exploration
Kate Roscioli and Jennifer Suh
Learn how to engage students in geometry concepts through a real-world task that leverages GeoGebra to provide students with generalization and authorship opportunities.
Exploring, Testing, & Selecting Curriculum Through Lesson Study
Melissa Graham, Johana Thomas Zapata, Amy Roth McDuffie, Nicole Blake, Introduction and Reflection by Angela T. Barlow, David Custer, and Clayton Edwards
Lesson study supports teachers in learning about curriculum and effective teaching practices. We discuss a district-wide lesson study process used to explore and adopt a new curriculum.
Infusing SEL into the Elementary Mathematics Experience
Rachel H. Orgel
Returning to in-person learning after COVID-19, our goal was to use our district’s framework along with the CASEL 5 to help us address the social and emotional learning needs of our students without losing the integrity of the mathematics.
Keeping Your Finger on the Pulse of SEL
José Martínez Hinestroza and Vanessa Abreu
Children analyzed data to read their bodies and manage their emotions. To avoid controlling children’s bodies and emotions, the authors encourage teachers to embrace children’s unanticipated responses.
Using Fermi Questions to Foster Community
Kathryn Lavin Brave and Jillian Miller
Two teachers describe how to use Fermi Questions to illuminate the connections between the Standards for Mathematical Practice and the social and emotional learning competencies.
Centering Families’ Mathematical Practices in a Multilingual Space
Amanda M. Dominguez, Marina Feldman, Dan Battey, Christelle Palpacuer Lee, and Jessica Hunsdon
Rethink family mathematics nights by drawing on an asset-based perspective in a virtual environment, centering multilingualism and community mathematics knowledge.
A Critical Lens on Cognitively Guided Instruction: Perspectives from Mathematics Teacher Educators of Color
Luz A. Maldonado Rodríguez, Naomi Jessup, Marrielle Myers, Nicole Louie, and Theodore Chao
Elementary mathematics teacher education often draws on research-based frameworks that center children as mathematical thinkers, grounding teaching in children’s mathematical strategies and ideas and as a means to attend to equity in mathematics teaching and learning. In this conceptual article, a group of critical mathematics teacher educators of color reflect on the boundaries of Cognitively Guided Instruction (CGI) as a research-based mathematical instructional framework advancing equity through a sociopolitical perspective of mathematics instruction connected to race, power, and identity. We specifically discuss CGI along the dominant and critical approaches to equity outlined by Gutiérrez’s (2007, 2009) framework. We present strategies used to extend our work with CGI and call for the field to continue critical conversations of examining mathematical instructional frameworks as we center equity and criticality.
