Instructional practices are often implemented in attempts to support multilingual learners. We discuss reasons that some of these well-intended practices may be problematic, and we share productive alternatives that we have observed in classrooms that effectively support multilingual learners.

# Browse

### 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.

### 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.

### Erin Smith

Teachers’ positioning can affect multilingual learners’ participation, identity, and mathematical success. Learn what positioning is and how to productively position multilingual learners in your classroom.

### S. Leigh Nataro

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