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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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Siddhi Desai, Farshid Safi, and Brianna Kurtz

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

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Jennifer A. Wolfe

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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Jamie Vescio

This article examines action research findings within a fourth-grade mathematics classroom. The researcher explores the effects of positive communication to family members on the engagement of learners receiving Tier 2 behavioral support, as well as potential considerations for building young learners’ mathematical identities.

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Tashima N. Price

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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Esther Song

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Amanda Jansen

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