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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Noah Brown, Jonathan D. Bostic, Timothy Folger, Laura Folger, Tiara Hicks, and Shay Nafziger
Mathematics assessments should allow all students opportunities to demonstrate their knowledge and skills as problem solvers. Looking at textbook word problems, we share a process for revising them using Universal Design for Learning.
Jennifer M. Bay-Williams
Angela T. Barlow
Many of
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.
Hemavibushani Khodai
Ear to the Ground features voices from several corners of the mathematics education world.
Cathery Yeh
Ear to the Ground features voices from various corners of the mathematics education world.
Karen S. Karp, Sarah B. Bush,, and Barbara J. Dougherty
Ear to the Ground features voices from various corners of the mathematics education world.
Brandie E. Waid
In this article, the author discusses strategies for creating more equitable K–12 mathematics experiences for LGBTQ+ students. Strategies range from engaging in self-education, creating LGBTQ+ inclusive classroom spaces, and adopting LGBTQ+ inclusive curriculum and queer pedagogy. The importance of considering school context while engaging in this work is also discussed.
John W. Staley
This article provides readers with questions to consider as they reflect on the meaning of equity and access in their own setting and ponder possible actions they might take to change the narrative.
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