Many educators recommend using open-ended questions to encourage students to share their thinking. However, inexplicit open-ended questions can make it difficult for students to determine the teacher's intentions and to participate confidently in mathematical conversations. This article describes strategies teachers can use to make the language of open-ended ques-tions more explicit in order to provide more support for students in mathematics classrooms.
Amy Noelle Parks
Amy Noelle Parks
Children experience joy in well-designed mathematics classrooms. This article describes five research-based practices for bringing joy into PreK-Grade 2 math lessons.
Amy Noelle Parks and Mardi Schmeichel
This Research Commentary builds on a 2-stage literature review to argue that there are 4 obstacles to making a sociopolitical turn in mathematics education that would allow researchers to talk about race and ethnicity in ways that take both identity and power seriously: (a) the marginalization of discussions of race and ethnicity; (b) the reiteration of race and ethnicity as independent variables; (c) absence of race and ethnicity from mathematics education research; and (d) the minimizing of discussions of race and ethnicity, even within equity-oriented work.
Amy Noelle Parks and Diana Chang Blom
Capitalize on opportunities for mathematical concepts to emerge in common preschool contexts, such as doll corners and block centers.
Amy Noelle Parks, Tomoko Wakabayashi and Beth Hardin
Common preschool routines increase opportunities for children to develop important skills.
Marcy B. Wood, James Sheldon, Mathew D. Felton-Koestler, Joy Oslund, Amy Noelle Parks, Sandra Crespo and Helen Featherstone
Try these suggestions to increase the mathematical participation of each student.