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.
Sabrina De Los Santos Rodríguez, Audrey Martínez-Gudapakkam, and Judy Storeygard
An innovative program addresses the digital divide with short, engaging videos modeling mathematic activities sent to families through a free mobile app.
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.
Providing students the autonomy and choice to learn when productive struggle becomes unproductive is a core teaching belief in the author’s classroom. This article tells the story of one student’s ability to know and express when his frustration was too great and how he chose to walk away from his work and return the next day.
Hala Ghousseini, Sarah Lord, and Aimee Cardon
Kindergartners are capable of engaging in reasoning about mathematics and justifying their thinking using several resources.
Elizabeth P. Cunningham
Teachers can use short periods in their classroom to build children’s experiences with and understanding of mathematics, outside of mathematics time.
Tonya Gau Bartell
This is one of many practices to support teachers in assessing students’ mathematical thinking and better understanding students’ lived experiences that they can then draw on in mathematics instruction. This article highlights four examples of teachers’ efforts to reimagine homework for K–2 students.
Four-year-old children used mathematics to examine the location of and access to public playgrounds in their community. They collected and recorded data, using the information to advocate for a social justice issue.
Beth L. MacDonald, Diana L. Moss,, and Jessica H. Hunt
In this article, we explore how playing with dominoes not only requires students to count but also to subitize when constructing number and operations.