Ear to the Ground features voices from serveral corners of the mathematics education world.
Ricardo Martinez and Ji Yeong I
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.
Angela T. Barlow
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.
Naomi A. Jessup, Jennifer A. Wolfe, Oyita Udiani,, and Crystal A. Kalinec-Craig
Ear to the Ground features voices from various corners of the mathematics education world.
Angeliki Kolovou, Marja van den Heuvel-Panhuizen, and Olaf Köller
This study investigated whether an intervention including an online game contributed to 236 Grade 6 students' performance in early algebra, that is, solving problems with covarying quantities. An exploratory quasi-experimental study was conducted with a pretest-posttest-control-group design. Students in the experimental group were asked to solve at home a number of problems by playing an online game. Although boys outperformed girls in early algebra performance on the pretest as well as on the posttest, boys and girls profited equally from the intervention. Implications of these results for educational practice are discussed.