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Kaycie Maddox

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.

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Noah Brown, Jonathan D. Bostic, Timothy Folger, Laura Folger, Tiara Hicks, and Shay Nafziger

Mathematics assessments should allow all students opportunities to demonstrate their knowledge and skills as problem solvers. Looking at textbook word problems, we share a process for revising them using Universal Design for Learning.

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Jennifer M. Bay-Williams

February is considered the love month. Wondering how this got started? There are many theories. Valentine’s Day itself may have resulted from a poem by the English poet Geoffrey Chaucer in 1375 titled “Parliament of Foules." Let’s focus on the meaning of love as a verb: to hold dear, take pleasure in, or thrive in (Merriam-Webster, n.d.). Sadly, far too few students love mathematics and instead feel anxiety or other negative emotions. We must do better. In this month of love, let’s focus on ways we can ensure that each and every child has the opportunities to

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Angela T. Barlow

Welcome to MTLT’s first special issue! For this inaugural special issue, the MTLT Editorial Board chose to focus on addressing the digital divide that exists in many of our mathematics classrooms. But what does digital divide mean? Put succinctly, the phrase digital divide is used to describe the differences that exist among groups of students with respect to their access to and use of technological resources to support their learning (Dolan 2016). Addressing the digital divide is necessary, so that we can achieve digital equity (Puigjaner 2016).

Many of

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Rachel Lambert

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.

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Hemavibushani Khodai

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

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Cathery Yeh

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

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Karen S. Karp, Sarah B. Bush,, and Barbara J. Dougherty

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

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Brandie E. Waid

In this article, the author discusses strategies for creating more equitable K–12 mathematics experiences for LGBTQ+ students. Strategies range from engaging in self-education, creating LGBTQ+ inclusive classroom spaces, and adopting LGBTQ+ inclusive curriculum and queer pedagogy. The importance of considering school context while engaging in this work is also discussed.

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John W. Staley

This article provides readers with questions to consider as they reflect on the meaning of equity and access in their own setting and ponder possible actions they might take to change the narrative.