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Varying the Intensity of Scaffolding for English Learners

Haiwen Chu, Jill Neumayer DePiper, and Leslie Hamburger

Vary the intensity of pedagogical scaffolding along three dimensions—grouping, structure, and language—with the same rigorous prompt.

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Ways to Help Students Become Powerful Mathematical Thinkers

Alan H. Schoenfeld

Ear to the Ground features voices from several corners of the mathematics education world.

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Discuss It! Collaborating on the Tortoise and Hare Task

K. Ann Renninger, Maria Consuelo De Dios, Annie Fetter, Maeve R. Hogan, Moe Htet Kyaw, Ana G. Michels, Marina Nakayama, Richard Tchen, Stephen A. Weimar, Helena Werneck de Souza Dias, and Feven Yared

The authors share an online collaborative problem-solving activity that integrates support for students’ developing conceptual understanding, focused engagement, and positive feelings of agency and identity.

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Translanguaging Pedagogy in Elementary Mathematics

Tara M. Willging and Luciana C. de Oliveira

A monolingual English-speaking teacher reflects on her experiences practicing a translanguaging stance in first grade with two multilingual learners and provides a set of guiding principles.

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Teaching Is a Journey: Vulnerability in Our Work as Educators

Taylee Nelson

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.

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Math Storytelling in PK–2 Classrooms

Janice Novakowski

Mathematical storytelling is a way for young children to make connections between mathematics and their lives. The practices of using equations and materials are shared as sparks for mathematical storytelling.

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Teaching Is a Journey: Math Talks for Agency, Identity, and Ownership

Timothy L. Weekes

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.

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When Only White Students Talk: EQUIP-ing Prospective Teachers to Notice Inequitable Participation

Sunghwan Byun, Niral Shah, and Daniel Reinholz

We introduce a teacher learning practice called EQUIP-ing, which aims to foster sociopolitical noticing by leveraging EQUIP, an equity-oriented classroom observation tool. We detail our iterations of EQUIP-ing to a field-based Number Talk experience in a secondary mathematics methods course with 25 White prospective teachers (PTs). We offer empirical accounts of how EQUIP-ing empowered PTs to connect their teaching practices with racialized and gendered patterns of student participation; as a result, PTs began to reconsider taken-for-granted practices. However, we also found that PTs demonstrated potentially detrimental ways of attributing marginalizing patterns to minoritized students without actionable plans to redress the inequity. We conclude by inviting mathematics teacher educators to apply EQUIP-ing while emphasizing purposeful support for asset-based noticing.

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Building Equitable Math Talk Classrooms

Karen C. Fuson and Steve Leinwand

The power of Number Talks and extensions that can build to an equitable Math Talk Classroom

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Promoting Equitable PST Participation in Mathematical Discourse: Rough Drafts on an Asynchronous Discussion Board

Margaret Rathouz, Nesrin Cengiz-Phillips, and Angela S. Krebs

Issues of equity in mathematics classrooms existed prior to COVID-19. For many students, however, meaningful participation in mathematical discussions became nearly impossible in online settings during the pandemic. In this study, we note the diversity in and nature of participation in mathematical discourse in an online course for preservice teachers (PSTs). We investigate the influence of implementing two support strategies for discussion: (a) establishing a “rough-draft/revision” orientation to mathematical tasks; and (b) providing time and structure (tasks and prompts) in an online discussion board for PSTs to post their initial thoughts, react to peers’ solutions, and collectively revise their ideas. In this article, we highlight several benefits of these support strategies to equitable PST participation in a unit on number theory. For example, as compared with oral discussions where only a few PSTs offered their ideas, the written discussion format encouraged every PST to post their ideas. Using a rough-draft/revision stance in the prompts fostered sharing and revealed diverse mathematical approaches, perspectives, and ideas. We argue that giving students opportunities to interact with one another and the mathematics in a variety of ways promotes equitable participation.