Teo Paoletti, Allison L. Gantt, and Julien Corven
Emergent graphical shape thinking (EGST) involves interpreting or constructing a graph as dynamically generated, which is useful across science, technology, engineering, and mathematics fields. Although evidence suggests that students as young as middle school can engage in EGST with support, other research indicates most college students and U.S. teachers do not spontaneously engage in such reasoning when potentially productive. We describe a local instruction theory (LIT) to support middle school students developing EGST as part of their graphing meanings. We then present a case study to show how two students engaged with a task sequence designed with the LIT in mind to develop meanings for EGST. This article illustrates general principles researchers and educators could use to promote students’ graphing meanings.
Oyemolade Osibodu, Sunghwan Byun, Victoria Hand, and Carlos LópezLeiva
Mathematics education researchers concerned with justice and rehumanizing mathematics education are increasingly calling for research that takes seriously the values, commitments, and voices of the communities for which the research is most consequential. Exclusion of or superficial engagement with these perspectives and experiences in research and design processes have perpetuated deficit perspectives of minoritized communities, rendering them simply the object of reform efforts. Consequently, this Research Commentary conceptualizes a participatory turn in mathematics education research, offering a set of commitments that guide and examine the possibilities and tensions of such a turn.
Maxine T. Roberts and Daniel J. Almeida
We present findings from a study about obstacles that Black students who succeeded in developmental mathematics in community college reported having endured in those mathematics classrooms. To understand the types of obstacles that can arise for students in these classrooms, we analyze data using two frameworks: mathematics identity and dimensions of mathematics classrooms. Study participants faced obstacles in three categories: (a) impressions of faculty’s instructional practices for problem solving; (b) negative race-related perceptions they believed classmates had about them; and (c) perceptions about instructors’ expectations. These findings contribute to literature on Black students’ progress in mathematics by identifying obstacles experienced by students who achieve in these courses and can also inform professional development learning for mathematics faculty.
Daniel Chazan, Patricio Herbst, Sandra Crespo, Percival G. Matthews, and Erin K. Lichtenstein
D. Bruce Jackson and Introduction by: Natalie Odom Pough
From the Archives highlights articles from NCTM’s legacy journals, previously discussed by the MTLT Journal Club.
Sherri L. Martinie
Given the numbers and data at our fingertips in this digital age, mathematical and digital literacy skills are imperative when it comes to understanding natural and social phenomena and making good decisions. As teachers we are responsible for helping students make sense of this information
Laura R. Van Zoest, Shari L. Stockero, Blake E. Peterson, and Keith R. Leatham
Learn why collecting, clarifying, and revoicing—great teaching moves—do not always work.
An instructional activity positions students’ quantitative reasoning as the central mechanism of problem solving based on the notions of fairness and reasonableness.