This article builds on the work of social-emotional learning, culturally responsive teaching, and culturally responsive mathematics teaching to provide a framework that establishes learning spaces where equitable mathematics instruction can flourish.

This article presents a synthesis of existing literature on ethnomodeling and the ways in which it extends mathematical modeling research in mathematics teacher education. We also call on the field to consider ways to connect and value culture and content in teaching mathematics. There have been increasing calls for integration of a culturally…

This paper examines how 17 secondary mathematics teacher candidates (TCs) in four university teacher preparation programs implemented technology in their classrooms to teach for conceptual understanding in online, hybrid, and face to face classes during COVID-19. Using the Professional Development: Research, Implementation, and Evaluation (PrimeD)…

In this paper, we aim to untangle positioning theory (Davies & Harré, 1990) and its implications for the field of mathematics education research, considering both existing use and potential use. Specific theoretical assumptions of positions or positionings in the context of learning mathematics are outlined. In this paper, a classroom-based…

It can be challenging to draw connections between mathematics content and elementary students' experiences in ways that makes sense for each and every learner. Through this paper, we highlight several strategies for being a culturally responsive teacher in elementary mathematics classrooms and beyond. We critically focus on classroom based…

Mathematics education can be positioned as fertile ground for societal change. This article deconstructs the complex work of supporting students' positive mathematical identities by introducing pedagogical fluency to embody equitable beliefs and practices. Embodying equitable beliefs and teaching practices can systematically build a transformative…

This paper presents a synthesis of the literature exploring the teaching and learning of geometry and the role that mathematical representations can play in enriching geometry experiences for our students. Geometry is the only content domain to be taught in all PK-12 grades, however, from historical trends in international assessment data, it…

In April 2018, the National Council of Teachers of Mathematics (NCTM) released "Catalyzing Change in High School Mathematics: Initiating Critical Conversations," a long-needed and well-articulated position for transforming the core purposes, structures, instructional practices, essential mathematics concepts, and organization of high…

The National Council of Teachers of Mathematics (NCTM) advocates for all students to have inspiring and positive mathematics experiences. This article surveys four key recommendations that can serve as catalysts for achieving an equitable mathematics education for each and every student. The recommendations are official positions of NCTM and are…

The mathematics education community has routinely called for mathematics tasks to be connected to the real world. However, accomplishing this in ways that are relevant to students' lived experiences can be challenging. Meanwhile, mathematical modeling has gained traction as a way for students to learn mathematics through real-world connections. In…

Mathematics interventions for struggling students supplement regular instruction and are frequently implemented through computer programs and activity sheet practice (Swanson et al. 2012). However, students with foundational misunderstandings do not benefit from additional drill and practice alone. Instead, interventions that balance concepts with…

As teachers consider what it means for students to "do mathematics" successfully, they must explore their role as teachers in a way that strategically supports students as powerful agents for their own learning. As teachers foster a classroom environment based on agreed-on expectations, they must help students learn how to engage in…

This evaluation study examined a state-wide professional development program composed of two institutes, one for mathematics teachers and one for science teachers, each spanning two weeks. The program was designed to help teachers transform their practice to align with Common Core State Standards for Mathematics and Next Generation Science…

Do you sometimes start to teach a mathematics concept and feel like you are staring at a sea of bewildered faces? What happens when you discover that students previously learned a calculation trick or a mnemonic that has muddied their long-term understanding? When "rules" seem to change from year to year, teacher to teacher, or school to…

Do you sometimes start to teach a mathematics concept and feel like you are staring at a sea of bewildered faces? What happens when you discover that students previously learned a calculation trick or a mnemonic that has muddied their long-term understanding? When "rules" seem to change from year to year, teacher to teacher, or school to…