Learn about strategies and tools to examine and improve your practice with respect to fostering equitable small-group, student-to-student discourse.
Sarah Quebec Fuentes
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.
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.
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.
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.
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.
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.
This article examines action research findings within a fourth-grade mathematics classroom. The researcher explores the effects of positive communication to family members on the engagement of learners receiving Tier 2 behavioral support, as well as potential considerations for building young learners’ mathematical identities.