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Chunlian Jiang and Eunmi Joung

Growing Problem Solvers provides four original, related, classroom-ready mathematical tasks, one for each grade band. Together, these tasks illustrate the trajectory of learners’ growth as problem solvers across their years of school mathematics.

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Jere Confrey, Meetal Shah, and Alan Maloney

Three learning trajectories and their connections show how to promote vertical coherence in PK–12 mathematics education.

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Allison W. McCulloch, Jennifer N. Lovett, Lara K. Dick, and Charity Cayton

The authors discuss digital equity from the perspective of using math action technologies to position all students as mathematics explorers.

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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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Deanna Pecaski McLennan

For the Love of Mathematics

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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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Lara K. Dick, Allison W. McCulloch, and Jennifer N. Lovett

A framework to guide teacher noticing when students are working in technology-mediated learning environments.

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Amanda Jansen

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

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Sandra Madden

It is that time of the year when millions of students and teachers return from summer break to the excitement and trepidation that is school. Anticipation this year is especially heightened because of the COVID-19 school year disruption during spring 2020. I share with teachers both their energy and dreams as a new school year begins and also the anxiety regarding how schools will transition to functioning during the 2020–2021 academic year with the new requirements that are sure to create challenges. Uncertainties permeate much of the landscape as schools begin and as teachers prepare for almost guaranteed shifts

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Amber G. Candela, Melissa D. Boston, and Juli K. Dixon

We discuss how discourse actions can provide students greater access to high quality mathematics. We define discourse actions as what teachers or students say or do to elicit student contributions about a mathematical idea and generate ongoing discussion around student contributions. We provide rubrics and checklists for readers to use.