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

# Browse

### Deanna Pecaski McLennan

Use the language of mathematics to explore diversity in kindergarten.

### Jennifer Ward and Victoria Damjanovic

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.

### Crystal Kalinec-Craig, Emily P. Bonner, and Traci Kelley

This article describes an innovation in an elementary mathematics education course called SEE Math (Support and Enrichment Experiences in Mathematics), which aims to support teacher candidates (TCs) as they learn to teach mathematics through problem solving while promoting equity during multiple experiences with a child. During this 8-week program, TCs craft and implement tasks that promote problem solving in the context of a case study of a child’s thinking while collecting and analyzing student data to support future instructional decisions. The program culminates in a mock parent–teacher conference. Data samples show how SEE Math offers TCs an opportunity to focus on the nuances of children’s strengths rather than traditional measures of achievement and skill.

### Kimberly Morrow-Leong, Sara Delano Moore, and Linda M. Gojak

Reading mathematics picture books to children increases interest in mathematics, strengthens vocabulary, and can improve achievement.

### Caroline Byrd Hornburg, Heather Brletic-Shipley, Julia M. Matthews, and Nicole M. McNeil

Modify arithmetic problem formats to make the relational equation structure more transparent. We describe this practice and three additional evidence-based practices: (1) introducing the equal sign outside of arithmetic, (2) concreteness fading activities, and (3) comparing and explaining different problem formats and problem-solving strategies.

### Tonya Gau Bartell

This is one of many practices to support teachers in assessing students’ mathematical thinking and better understanding students’ lived experiences that they can then draw on in mathematics instruction. This article highlights four examples of teachers’ efforts to reimagine homework for K–2 students.