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Erin Smith

Teachers’ positioning can affect multilingual learners’ participation, identity, and mathematical success. Learn what positioning is and how to productively position multilingual learners in your classroom.

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Ruthmae Sears

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S. Leigh Nataro

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

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Allison W. McCulloch, Jennifer N. Lovett, Lara K. Dick, and Charity Cayton

The authors discuss digital equity from the perspective of using math action technologies to position all students as mathematics explorers.

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Angela T. Barlow

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Rachel Lambert

In this article, I propose a mathematical version of Universal Design for Learning called UDL Math. I describe three classrooms that include students with disabilities in meaningful mathematics and explore how the teachers create access through multiple means of engagement, representation, and strategic action.

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Amanda K. Riske, Catherine E. Cullicott, Amanda Mohammad Mirzaei, Amanda Jansen, and James Middleton

We introduce the Into Math Graph tool, which students use to graph how “into" mathematics they are over time. Using this tool can help teachers foster conversations with students and design experiences that focus on engagement from the student’s perspective.

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Tyrone Martinez-Black and Sara K. Rezvi

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

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Hemavibushani Khodai

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

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Danny Bernard Martin and Introduction by: Robert Q. Berry III

From the Archives highlights articles from NCTM’s legacy journals, as chosen by leaders in mathematics education.