The Great Pacific Garbage Patch activity involves an urgent environmental issue that students can discuss. It engages students in the interpretation of visual data, measurements, units, and the area of regular and irregular figures.
Hyunyi Jung, Megan H. Wickstrom, and Chris Piasecki
Courtney K. Baker, Terrie M. Galanti, Kimberly Morrow-Leong, and Tammy Kraft
The Teaching for Robust Understanding framework facilitates online collaborative problem solving with digital interactive notebooks that position all students as doers of mathematics.
Emiliano Gómez, Risa A. Wolfson, and Introduction by: Trena L. Wilkerson
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.
Deanna Pecaski McLennan
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.
Jo Boaler, Tanya LaMar, and Cathy Williams
Elizabeth Suazo-Flores and Lisa Roetker
We describe how a group of eighth-grade students reasoned abstractly and quantitatively after the teacher fostered their engagement by using moves such as inviting students to draw and revoicing talk in a real-world context task.
Lucy A. Watson, Christopher T. Bonnesen, and Jeremy F. Strayer
Teachers can offer opportunities for K–12 students to reflect on the nature of mathematics (NOM) as they learn.
Sarah Brand, Hyunyi Jung, Ashley Dorlack, and Samuel Gailliot
Five teacher discussion strategies and outcomes of students’ responses to each are illustrated with examples.