Browse

You are looking at 1 - 10 of 128 items for :

  • Refine by Access: All content x
Clear All
Restricted access

Francis Su

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

Restricted access

Ken Keech, Betty Routhouska, and Nicole L. Fonger

Two high school algebra teachers and their students focused on examining population trends affected by the creation of a highway though a thriving African American community.

Restricted access

Carrie Plank and Sarah Roller Dyess

Use these three strategies to support student perseverance and discourse about context.

Restricted access

Amanda L. Cullen

In 2018, NCTM published the first of three books in their Catalyzing Change series. Across the three texts, they call for the dismantling of all forms of inequitable grouping structures from early childhood and elementary school (NCTM 2020a) to middle school (NCTM 2020b) and high school (NCTM 2018). NCTM (2020a) asserted—

Any ability grouping in mathematics education is an inequitable structure that perpetuates privilege for a few and marginality for others. Ability grouping practices often occur with good intentions; we want to understand children’s learning needs and then tailor the content,

Restricted access

Douglas H. Clements, Shannon S. Guss, and Julie Sarama

Learning trajectories help teachers challenge children at just the right level for their best learning.

Restricted access

Crystal M. Watson

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

Restricted access

Laurie H. Rubel and Introduction by: Jennifer M. Bay-Williams

From the Archives highlights articles from NCTM’s legacy journals, previously discussed by the MTLT Journal Club.

Full access

Sarah A. Roberts, Zandra de Araujo, Craig Willey, and William Zahner

Enacting these considerations supports integrated thinking about how to attend to both mathematics content and language development.

Restricted access

Luz A. Maldonado Rodríguez, Naomi Jessup, Marrielle Myers, Nicole Louie, and Theodore Chao

Elementary mathematics teacher education often draws on research-based frameworks that center children as mathematical thinkers, grounding teaching in children’s mathematical strategies and ideas and as a means to attend to equity in mathematics teaching and learning. In this conceptual article, a group of critical mathematics teacher educators of color reflect on the boundaries of Cognitively Guided Instruction (CGI) as a research-based mathematical instructional framework advancing equity through a sociopolitical perspective of mathematics instruction connected to race, power, and identity. We specifically discuss CGI along the dominant and critical approaches to equity outlined by , ) framework. We present strategies used to extend our work with CGI and call for the field to continue critical conversations of examining mathematical instructional frameworks as we center equity and criticality.

Restricted access

Amanda T. Sugimoto

Mathematics standards and practices highlight the vital role that language plays in mathematics education. However, there remains a common misconception that mathematics is somehow language-free or less linguistically demanding than other content areas. This qualitative study describes an intervention implemented in six elementary mathematics methods courses. The intervention was designed to attune prospective teachers’ noticing to the language modalities and supports in mathematics teaching and learning. The intervention began with an observation tool that prospective teachers completed in their field placement classrooms. This article classifies prospective teachers’ noticings and explicates how these noticing became a pedagogical catalyst for further learning and discussion in subsequent mathematics methods classes.