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Amanda T. Sugimoto

Mathematics standards and practices highlight the vital role that language plays in mathematics education. However, there remains a common misconception that mathematics is somehow language-free or less linguistically demanding than other content areas. This qualitative study describes an intervention implemented in six elementary mathematics methods courses. The intervention was designed to attune prospective teachers’ noticing to the language modalities and supports in mathematics teaching and learning. The intervention began with an observation tool that prospective teachers completed in their field placement classrooms. This article classifies prospective teachers’ noticings and explicates how these noticing became a pedagogical catalyst for further learning and discussion in subsequent mathematics methods classes.

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Kaycie Maddox

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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Elizabeth G. Arnold, Elizabeth A. Burroughs, Mary Alice Carlson, Elizabeth W. Fulton, and Megan H. Wickstrom

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

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Madelyn W. Colonnese

A teacher implements this type of personal prose in the classroom to help students make sense of fractions and communicate ideas.

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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.

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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.

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Jonee Wilson and Erin Smith

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.

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Jennifer M. Bay-Williams

February is considered the love month. Wondering how this got started? There are many theories. Valentine’s Day itself may have resulted from a poem by the English poet Geoffrey Chaucer in 1375 titled “Parliament of Foules." Let’s focus on the meaning of love as a verb: to hold dear, take pleasure in, or thrive in (Merriam-Webster, n.d.). Sadly, far too few students love mathematics and instead feel anxiety or other negative emotions. We must do better. In this month of love, let’s focus on ways we can ensure that each and every child has the opportunities to

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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.

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Mollie Siegel, Cathy Sinnen, and Penny Smits

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