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.
Lybrya Kebreab, Sarah B. Bush, and Christa Jackson
Nicholas J. Gilbertson
When students encounter unusual situations or exceptions to rules, they can become frustrated and can question their understanding of particular topics. In this article, I share some practical tips.
Dr. Zandra de Araujo, Ms. Deborah Hanuscin, and Ms. Samuel Otten
In this paper we discuss different ways teachers can integrate science and mathematics into their curriculum. In particular, we focus on science and mathematics integration via the disciplinary practices.
Susan Baker Empson, Victoria R. Jacobs, Naomi A. Jessup, Ms. Amy Hewitt, D'Anna Pynes, and Gladys Krause
The complexity of understanding unit fractions is often underappreciated in instruction. We introduce a continuum of children's understanding of unit fractions to explore this complexity and to help teachers make sense of children's strategies and recognize milestones in the development of unit-fraction understanding. Suggestions for developing this understanding are provided.