Ear to the Ground features voices from several corners of the mathematics education world.
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Elizabeth G. Arnold, Elizabeth A. Burroughs, Mary Alice Carlson, Elizabeth W. Fulton, and Megan H. Wickstrom
Mindy Kalchman
Process-oriented, question-asking techniques provide a framework for approaching modern challenges, including modality pivots and student agency.
Nicole L. Fonger
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.
Jennifer M. Bay-Williams
Dorothy Y. White
Use this activity to support students in working together, recognizing one another’s contributions, and leveraging their mathematical strengths to solve challenging problems.
Johnnie Wilson
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.
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.
Rachel Lambert
In this article, I propose a mathematical version of Universal Design for Learning called UDL Math. I describe three classrooms that include students with disabilities in meaningful mathematics and explore how the teachers create access through multiple means of engagement, representation, and strategic action.
Amanda K. Riske, Catherine E. Cullicott, Amanda Mohammad Mirzaei, Amanda Jansen, and James Middleton
We introduce the Into Math Graph tool, which students use to graph how “into" mathematics they are over time. Using this tool can help teachers foster conversations with students and design experiences that focus on engagement from the student’s perspective.
