Use these three strategies to support student perseverance and discourse about context.
Carrie Plank and Sarah Roller Dyess
Amanda L. Cullen
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,
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.
This department provides a space for current and past PK–12 teachers of mathematics to connect with other teachers of mathematics through their stories that lend personal and professional support.
Madelyn W. Colonnese
A teacher implements this type of personal prose in the classroom to help students make sense of fractions and communicate ideas.
Noah Brown, Jonathan D. Bostic, Timothy Folger, Laura Folger, Tiara Hicks, and Shay Nafziger
Mathematics assessments should allow all students opportunities to demonstrate their knowledge and skills as problem solvers. Looking at textbook word problems, we share a process for revising them using Universal Design for Learning.
Jennifer M. Bay-Williams
Stacy R. Jones and Carlos Nicolas Gomez Marchant
Through a composite counter-story from the perspective of fifth-grade Raza learners, the authors show how race and language play a role in the mathematics classroom.
Mollie Siegel, Cathy Sinnen, and Penny Smits
Ear to the Ground features voices from several corners of the mathematics education world.
Lybrya Kebreab, Sarah B. Bush, and Christa Jackson
Mathematics education can be positioned as fertile ground for societal change. This article deconstructs the complex work of supporting students’ positive mathematical identities by introducing pedagogical fluency to embody equitable beliefs and practices.