Vary the intensity of pedagogical scaffolding along three dimensions—grouping, structure, and language—with the same rigorous prompt.
Varying the Intensity of Scaffolding for English Learners
Haiwen Chu, Jill Neumayer DePiper, and Leslie Hamburger
Student Engagement with the “Into Math Graph" Tool
Amanda K. Riske, Catherine E. Cullicott, Amanda Mohammad Mirzaei, Amanda Jansen, and James Middleton
We introduce the Into Math Graph tool, which students use to graph how “into" mathematics they are over time. Using this tool can help teachers foster conversations with students and design experiences that focus on engagement from the student’s perspective.
Supporting Probability Understanding through Area Models
LouAnn H. Lovin
Moving beyond memorization of probability rules, the area model can be useful in making some significant ideas in probability more apparent to students. In particular, area models can help students understand when and why they multiply probabilities and when and why they add probabilities.
What's in a Name? Language Use as a Mirror into Your Teaching Practice
Tracy E. Dobie and Miriam Gamoran Sherin
Language is key to how we understand and describe mathematics teaching and learning. Learning new terms can help us reflect on our practice and grow as teachers, yet may require us to be intentional about where and how we look for opportunities to expand our lexicons.
Noticing before Responding
Julie M. Amador, David Glassmeyer, and Aaron Brakoniecki
This article provides a framework for integrating professional noticing into teachers' practice as a means to support instructional decisions. An illustrative example is included based on actual use with secondary students.
Bird Boxes Build Content Area Knowledge
Sherri Ann Cianca
Communicating reasoning and constructing models fold nicely into a geometry activity involving the building of nesting boxes.
What's the Big Deal about Vocabulary?
Pamela J. Dunston and Andrew M. Tyminski
Techniques for teaching mathematics terminology allow adolescents to expand their abstract reasoning ability and move beyond operations into problem solving.
Conceptualizing Mathematics Using Narratives and Art
Terri L. Kurz and Barbara Bartholomew
To support mathematical investigations, use this framework to guide students in constructing art-based and technology-based literature.
Beyond the Write Answer: Mathematical Connections
Leigh Haltiwanger and Amber M. Simpson
Allowing students to write in mathematics class can promote critical thinking, illustrate an awareness of mathematical connections, and result in clear communication as they share ideas comfortably with peers.
Capturing Thinking on the Talk Frame
Tutita M. Casa
This instructional tool helps students engage in discussions that foster student reasoning, then settle on correct mathematics.