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
When learning is virtual and students’ webcams are turned off, the ways that we interacted in an in-person classroom fall short. These six strategies for hearing from all students during whole-group instruction and small-group work honor students’ need to keep their webcams off.