Elementary mathematics teacher education often draws on research-based frameworks that center children as mathematical thinkers, grounding teaching in children’s mathematical strategies and ideas and as a means to attend to equity in mathematics teaching and learning. In this conceptual article, a group of critical mathematics teacher educators of color reflect on the boundaries of Cognitively Guided Instruction (CGI) as a research-based mathematical instructional framework advancing equity through a sociopolitical perspective of mathematics instruction connected to race, power, and identity. We specifically discuss CGI along the dominant and critical approaches to equity outlined by , ) framework. We present strategies used to extend our work with CGI and call for the field to continue critical conversations of examining mathematical instructional frameworks as we center equity and criticality.
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Luz A. Maldonado Rodríguez, Naomi Jessup, Marrielle Myers, Nicole Louie, and Theodore Chao
Jody Guarino, Shelbi Cole, and Michelle Sperling
In a humanized approach to assessment, the design of the instrument itself is only a small part of the overall process.
Amanda T. Sugimoto and Heidi Meister
The authors draw on collaboration with a group of teachers to describe how three-act tasks could be (re)designed and implemented for online synchronous and asynchronous learning, identifying technological factors that teachers might consider.
Elizabeth E. Peyser and Jessica Bobo
Because number lines are an integral part of mathematics after they are introduced in second grade, connecting number sense to a linear view of numbers establishes a foundation for number line use in all levels of mathematics.
Larry Buschman and Introduction by: Beth Kobett
From the Archives highlights articles from NCTM’s legacy journals, as chosen by leaders in mathematics education.
Douglas H. Clements and Introduction by: Carol Matsumoto
From the Archives highlights articles from NCTM’s legacy journals, as chosen by leaders in mathematics education.
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.
Gina Kling and Jennifer M. Bay-Williams
Basic fact fluency has always been of interest to elementary school teachers and is particularly relevant because a wide variety of supplementary materials of varying quality exist for this topic. This article unpacks eight common unproductive practices with basic facts instruction and assessment.
Erin Smith, Jo Hawkins-Jones, Shelby Cooley, and R. Alex Smith
Teachers can use shared story reading with interdisciplinary lessons to simultaneously advance students’ mathematics, literacy, and social-emotional competencies. In this article, we use the book, Two of Everything, to illustrate how this routine can be used in K–2 classrooms.
Sabrina De Los Santos Rodríguez, Audrey Martínez-Gudapakkam, and Judy Storeygard
An innovative program addresses the digital divide with short, engaging videos modeling mathematic activities sent to families through a free mobile app.
