Grade 4 students engage in problem solving through inquiry in an agricultural science context.
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Matthew Kandel
Students determine the usable lifespan of a pencil in this mathematical modeling activity.
Rachel H. Orgel
Returning to in-person learning after COVID-19, our goal was to use our district’s framework along with the CASEL 5 to help us address the social and emotional learning needs of our students without losing the integrity of the mathematics.
Ruthmae Sears, Jennifer Bay-Williams, James C. Willingham, and Amanda Cullen
Social and Emotional Learning and the Standards for Mathematical Practice have a mutually beneficial relationship and develop mathematically proficient and confident students.
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.
Jen Munson, Geetha Lakshminarayanan, and Thomas J. Rodney
Off You Go is a PK–12 mathematical routine that leverages children’s home resources and assets to support them in developing conceptual precision. We provide a guide for how to adapt this routine to engage students at any grade in argumentation and attending to precision.
Katherine N. Vela, Michelle Parslow, Rita Hagevik, and Kathy Cabe Trundle
A real-world integrated activity allows middle school students to design a scale drawing for a garden at their school.
Deanna Pecaski McLennan
This article describes how fortuitous mathematical moments should be noticed, encouraged, embraced, and capitalized upon.
S. Asli Özgün-Koca and Monica G. McLeod
Growing Problem Solvers provides four original, related, classroom-ready mathematical tasks, one for each grade band. Together, these tasks illustrate the trajectory of learners’ growth as problem solvers across their years of school mathematics.
Susanne Prediger, Kirstin Erath, Henrike Weinert, and Kim Quabeck
Empirical evidence exists that enhancing students’ language can promote the mathematics learning of multilingual students at risk, whereas other target groups (e.g., monolingual students, successful students, both with diverse academic language proficiency) have hardly been considered. This cluster-randomized controlled trial (N = 589) investigates differential effects for these extended target groups, comparing two language-responsive interventions (with or without vocabulary work) and a control group. The regression analysis reveals that all students significantly deepened their conceptual understanding in both interventions. Unlike what was anticipated, multilingual students’ growth of conceptual understanding had no significant additional benefit from integrated vocabulary work. These findings call for promoting language-responsive mathematics instruction for all students and for using a discursive rather than a vocabulary focus.
