Research-based strategies are described for supporting students as they mathematize real-world scenarios and create inequalities to model situations and contexts from their own lives.
Edited by Jennifer Eli, firstname.lastname@example.org, of the University of Arizona, Tucson, and Despina Stylianou, email@example.com, of the City College of New York. Readers are encouraged to visit http://mtms.msubmit.net to submit manuscripts that take research findings and translate them into practical outcomes, strategies, or tips that directly inform teachers' classroom practice.
Erin Turner, firstname.lastname@example.org, is an associate professor of mathematics education at the University of Arizona. Her interests include issues of equity and social justice in mathematics education and teaching and learning mathematics with emerging bilingual students.
Amanda T. Sugimoto, email@example.com, is an assistant professor of mathematics and language education at Portland State University in Oregon. Her research focuses on preparing preservice teachers to work equitably and effectively with English learners.
Kathleen Stoehr, firstname.lastname@example.org, is an assistant professor of mathematics education at Santa Clara University, in Santa Clara, California. Her interests include issues of equity and social justice in the areas of language, race, culture, and gender, particularly as it relates to learning mathematics and learning to teach mathematics.
Erica Kurz, email@example.com, is a seventh-grade teacher of mathematics at Mansfeld Magnet Middle School in Tucson, Arizona. Her interests include issues of equity and social justice in learning mathematics and connecting STEM learning to families to increase self-efficacy in mathematics learners.