Do you use mathematical discussions to increase engagement in your classroom? In this Front and Center article, authors provide a discourse tool that can be used to reveal potential biases found in the implementation of the Five Practices.
Ashley Schmidt, Treshonda Rutledge, Tandrea Fulton, and Sarah B. Bush
José Martínez Hinestroza and Vanessa Abreu
Children analyzed data to read their bodies and manage their emotions. To avoid controlling children’s bodies and emotions, the authors encourage teachers to embrace children’s unanticipated responses.
Kathryn Lavin Brave and Jillian Miller
Two teachers describe how to use Fermi Questions to illuminate the connections between the Standards for Mathematical Practice and the social and emotional learning competencies.
Sarah Quebec Fuentes
Learn about strategies and tools to examine and improve your practice with respect to fostering equitable small-group, student-to-student discourse.
Deanna Pecaski McLennan
Use the language of mathematics to explore diversity in kindergarten.
Amanda M. Dominguez, Marina Feldman, Dan Battey, Christelle Palpacuer Lee, and Jessica Hunsdon
Rethink family mathematics nights by drawing on an asset-based perspective in a virtual environment, centering multilingualism and community mathematics knowledge.
Lauren R. Holden, Yi-Yin (Winnie) Ko, Devon W. Maxwell, Connor A. Goodwin, Cheng-Hsien Lee, Jennifer E. Runge, and Elizabeth B. Beeman
One-Straight-Cut-Heart activities can help teachers support students’ engagement with geometry and can deepen students’ geometric reasoning.
Travis Weiland and Lisa L. Poling
The spaces we inhabit and the physical communities in which we learn all affect how we come to experience the world, construct what mathematics is to us, and develop how we teach mathematics. In this theory-to-practice article, we discuss why explicitly considering spatial ways of knowing is important in mathematics teacher education. We begin by providing theoretical arguments for the importance of considering space in mathematics education. We then present a rationale for why considering space is so important in mathematics teacher education, specifically discussing links to the practice of teaching mathematics. Examples of how to consider tasks related to spatial justice are provided to help reimagine what an mathematics teacher education task can look like.
Marina Basu, Karen Koellner, Jennifer K. Jacobs, and Nanette Seago
This set of tasks progressively engages students in geometric proportional reasoning.
Ken Keech, Betty Routhouska, and Nicole L. Fonger
Two high school algebra teachers and their students focused on examining population trends affected by the creation of a highway though a thriving African American community.