The practice of futurity within Indigenous communities has existed since time immemorial, with past, present, and future intertwined and with a focus on (re)membering and healing. As futurity becomes more popular in mainstream venues, it raises questions about how it will affect mathematics education (research). This Commentary makes an argument for desire-based research frameworks and Indigenous futurity praxis as key components of a spiritual turn, somewhat distinct from the sociopolitical turn our field took about a decade ago. I analyze some of the equity issues that arose in the March 2022 issue of JRME, raise three important questions to consider in our research, and offer suggestions so that we may embrace a spiritual turn.
Sarah Quebec Fuentes
Learn about strategies and tools to examine and improve your practice with respect to fostering equitable small-group, student-to-student discourse.
Amanda M. Dominguez, Marina Feldman, Dan Battey, Christelle Palpacuer Lee, and Jessica Hunsdon
Rethink family mathematics nights by drawing on an asset-based perspective in a virtual environment, centering multilingualism and community mathematics knowledge.
Crystal M. Watson
Ear to the Ground features voices from serveral corners of the mathematics education world.
Laurie H. Rubel and Introduction by: Jennifer M. Bay-Williams
From the Archives highlights articles from NCTM’s legacy journals, previously discussed by the MTLT Journal Club.
Elizabeth G. Arnold, Elizabeth A. Burroughs, Mary Alice Carlson, Elizabeth W. Fulton, and Megan H. Wickstrom
Ear to the Ground features voices from several corners of the mathematics education world.
Process-oriented, question-asking techniques provide a framework for approaching modern challenges, including modality pivots and student agency.
Nicole L. Fonger
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.
Jennifer M. Bay-Williams
Dorothy Y. White
Use this activity to support students in working together, recognizing one another’s contributions, and leveraging their mathematical strengths to solve challenging problems.