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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Noah Brown, Jonathan D. Bostic, Timothy Folger, Laura Folger, Tiara Hicks, and Shay Nafziger
Amy Lucenta and Grace Kelemanik
Teaching students to apply structural thinking instead of automatically following procedures and algorithms can result in efficient, elegant strategies and fewer errors.
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.
Cheng-Yao Lin and Aviva Hamavid
Growing Problem Solvers provides four original, related, classroom-ready mathematical tasks, one for each grade band. Together, these tasks illustrate the trajectory of learners’ growth as problem solvers across their years of school mathematics.
Lara K. Dick, Allison W. McCulloch, and Jennifer N. Lovett
A framework to guide teacher noticing when students are working in technology-mediated learning environments.
Kelly Hagan and Cheng-Yao Lin
Growing Problem Solvers provides four original, related, classroom-ready mathematical tasks, one for each grade band. Together, these tasks illustrate the trajectory of learners’ growth as problem solvers across their years of school mathematics.
Stefanie D. Livers, Kristin E. Harbour, and Lindsey Fowler
In our attempts to make a concept easier, we may hinder student learning.
Laurie Speranzo and Erik Tillema
Specific teacher moves and lesson planning can facilitate student empowerment in the middle school classroom.
Candace Joswick, Douglas H. Clements, Julie Sarama, Holland W. Banse, and Crystal A. Day-Hess
Modify activities according to these principles and suggestions.
