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
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.
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.
Tyrone Martinez-Black and Sara K. Rezvi
Ear to the Ground features voices from several corners of the mathematics education world.
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.
Emily P. Bonner
Ear to the Ground features voices from various corners of the mathematics education world.
Cory A. Bennett and Mick J. Morgan
Chalk Talks, a silent discussion protocol, can be used to begin developing cocreated norms. The insights gained shaped the support provided by both the teacher and students throughout the year.
Katherine Baker, Naomi A. Jessup, Victoria R. Jacobs, Susan B. Empson, and Joan Case
Productive struggle is an essential part of mathematics instruction that promotes learning with deep understanding. A video scenario is used to provide a glimpse of productive struggle in action and to showcase its characteristics for both students and teachers. Suggestions for supporting productive struggle are provided.