The authors draw on collaboration with a group of teachers to describe how three-act tasks could be (re)designed and implemented for online synchronous and asynchronous learning, identifying technological factors that teachers might consider.
Amanda T. Sugimoto and Heidi Meister
When learning is virtual and students’ webcams are turned off, the ways that we interacted in an in-person classroom fall short. These six strategies for hearing from all students during whole-group instruction and small-group work honor students’ need to keep their webcams off.
Juli K. Dixon, Treshonda Rutledge, Jennifer C. Caton, and Edward C. Nolan
Constraints for social distancing require teachers to find creative ways to engage students. Consider this fun strategy for exploring fraction equivalence, addition, and subtraction in a game environment where students use self-made or digital manipulatives.
Naomi A. Jessup, Jennifer A. Wolfe, Oyita Udiani,, and Crystal A. Kalinec-Craig
Ear to the Ground features voices from various corners of the mathematics education world.