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.
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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.
Gina Kling and Jennifer M. Bay-Williams
Basic fact fluency has always been of interest to elementary school teachers and is particularly relevant because a wide variety of supplementary materials of varying quality exist for this topic. This article unpacks eight common unproductive practices with basic facts instruction and assessment.
Courtney K. Baker, Terrie M. Galanti, Kimberly Morrow-Leong, and Tammy Kraft
The Teaching for Robust Understanding framework facilitates online collaborative problem solving with digital interactive notebooks that position all students as doers of mathematics.
Amanda Helgerson
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.
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.
Crystal Kalinec-Craig, Emily P. Bonner, and Traci Kelley
This article describes an innovation in an elementary mathematics education course called SEE Math (Support and Enrichment Experiences in Mathematics), which aims to support teacher candidates (TCs) as they learn to teach mathematics through problem solving while promoting equity during multiple experiences with a child. During this 8-week program, TCs craft and implement tasks that promote problem solving in the context of a case study of a child’s thinking while collecting and analyzing student data to support future instructional decisions. The program culminates in a mock parent–teacher conference. Data samples show how SEE Math offers TCs an opportunity to focus on the nuances of children’s strengths rather than traditional measures of achievement and skill.
Lindsay Vanoli and Jennifer Luebeck
Engaging mathematics students with peers in analyzing errors and formulating feedback improves disposition, increases understanding, and helps students uncover and correct misconceptions while informing opportunities for targeted instruction.
Tiara Hicks and Jonathan D. Bostic
We describe a formative assessment approach called whole-class think alouds, which foster evidence-based instructional practices and promote the goal of assessment to promote learning. They allow students to collaborate and orally communicate their problem solving.
