Do you use mathematical discussions to increase engagement in your classroom? In this Front and Center article, authors provide a discourse tool that can be used to reveal potential biases found in the implementation of the Five Practices.
Ashley Schmidt, Treshonda Rutledge, Tandrea Fulton, and Sarah B. Bush
Kathryn Lavin Brave and Jillian Miller
Two teachers describe how to use Fermi Questions to illuminate the connections between the Standards for Mathematical Practice and the social and emotional learning competencies.
Amanda L. Cullen
Susanne Prediger, Kirstin Erath, Henrike Weinert, and Kim Quabeck
Empirical evidence exists that enhancing students’ language can promote the mathematics learning of multilingual students at risk, whereas other target groups (e.g., monolingual students, successful students, both with diverse academic language proficiency) have hardly been considered. This cluster-randomized controlled trial (N = 589) investigates differential effects for these extended target groups, comparing two language-responsive interventions (with or without vocabulary work) and a control group. The regression analysis reveals that all students significantly deepened their conceptual understanding in both interventions. Unlike what was anticipated, multilingual students’ growth of conceptual understanding had no significant additional benefit from integrated vocabulary work. These findings call for promoting language-responsive mathematics instruction for all students and for using a discursive rather than a vocabulary focus.
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.
This article shows how to empower students in their own learning by their own creation of instructional videos and assessment.
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.
Corinne Thatcher Day
This hands-on task, featuring differentiation and open-ended learning, sets up students to discover area models for themselves. Organized around NCTM’s eight teaching practices from Principles to Actions, this article describes the task’s setup and implementation.
Gina Kling and Jennifer M. Bay-Williams
Basic fact fluency has always been of interest to elementary school teachers and is particularly relevant because a wide variety of supplementary materials of varying quality exist for this topic. This article unpacks eight common unproductive practices with basic facts instruction and assessment.
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.