This article models how to plan and facilitate implementing the same task in two sixth-grade classrooms with two different learning goals using the Five Practices structure.
Stephanie D. Sigmon, Kelly Q. Halpin, Damien J. Ettere, and Jennifer Suh
Ashley Schmidt, Treshonda Rutledge, Tandrea Fulton, and Sarah B. Bush
Do you use mathematical discussions to increase engagement in your classroom? In this Front and Center article, authors provide a discourse tool that can be used to reveal potential biases found in the implementation of the Five Practices.
Shelly M. Jones
Ear to the Ground features voices from serveral corners of the mathematics education world.
Sara Gartland, Shellee Wong, and Laurie Silverstein
Co-teachers in a ninth-grade algebra 1 class offered instruction that integrates mathematical learning with social and emotional learning during hybrid (online and face-to-face) class meetings, promoting healing and positive identity development among students.
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.
The practice of futurity within Indigenous communities has existed since time immemorial, with past, present, and future intertwined and with a focus on (re)membering and healing. As futurity becomes more popular in mainstream venues, it raises questions about how it will affect mathematics education (research). This Commentary makes an argument for desire-based research frameworks and Indigenous futurity praxis as key components of a spiritual turn, somewhat distinct from the sociopolitical turn our field took about a decade ago. I analyze some of the equity issues that arose in the March 2022 issue of JRME, raise three important questions to consider in our research, and offer suggestions so that we may embrace a spiritual turn.
Ruthmae Sears, Jennifer Bay-Williams, James C. Willingham, and Amanda Cullen
Social and Emotional Learning and the Standards for Mathematical Practice have a mutually beneficial relationship and develop mathematically proficient and confident students.
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.
Jen Munson, Geetha Lakshminarayanan, and Thomas J. Rodney
Off You Go is a PK–12 mathematical routine that leverages children’s home resources and assets to support them in developing conceptual precision. We provide a guide for how to adapt this routine to engage students at any grade in argumentation and attending to precision.