The authors introduce an activity involving “follow-up equations” to connect with ideas children have already expressed during fraction problem solving.
Victoria R. Jacobs, Susan B. Empson, Joan M. Case, Amy Dunning, Naomi A. Jessup, Gladys Krause, and D’Anna Pynes
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.
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.
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.
Process-oriented, question-asking techniques provide a framework for approaching modern challenges, including modality pivots and student agency.
Madelyn W. Colonnese
A teacher implements this type of personal prose in the classroom to help students make sense of fractions and communicate ideas.
Min Wang, Candace Walkington, and Koshi Dhingra
An example of an after-school club activity gives educators some tools and suggestions to implement such an approach in their schools.
Cory A. Bennett and Mick J. Morgan
Chalk Talks, a silent discussion protocol, can be used to begin developing cocreated norms. The insights gained shaped the support provided by both the teacher and students throughout the year.
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.