Instructional practices are often implemented in attempts to support multilingual learners. We discuss reasons that some of these well-intended practices may be problematic, and we share productive alternatives that we have observed in classrooms that effectively support multilingual learners.
Jonee Wilson and Erin Smith
Corinne Thatcher Day
This hands-on task, featuring differentiation and open-ended learning, sets up students to discover area models for themselves. Organized around NCTM’s eight teaching practices from Principles to Actions, this article describes the task’s setup and implementation.
Nicole Garcia, Meghan Shaughnessy, and D’Anna Pynes
Representing and recording student thinking in public spaces during mathematics discussions is challenging work. We share principles for recording student thinking in the moment and share an activity for improving your recording practice.
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.
Jon R. Star, Soobin Jeon, Rebecca Comeford, Patricia Clark, Bethany Rittle-Johnson, and Kelley Durkin
CDMS is a routine that allows teachers to organize instruction around students’ mathematical discussions and multiple problem-solving methods.
Emiliano Gómez, Risa A. Wolfson, and Introduction by: Trena L. Wilkerson
Deanna Pecaski McLennan
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.
Michael Daiga and Shannon Driskell
The two provided activities are geared for students in middle school to facilitate and deepen their understanding of the arithmetic mean. Through these activities, students analyze visual representations and use a special type of statistical thinking called transnumerative thinking.
Ear to the Ground features voices from various corners of the mathematics education world.