Elementary

This article explores how multicultural children’s literature for elementary classrooms can be leveraged to develop students’ mathematical understanding and foster positive math identities, particularly for multilingual learners. By integrating diverse stories into mathematics instruction, teachers can create culturally relevant contexts that invite meaningful problem-solving in tandem with rich mathematical discourse.

The significance of children’s mathematical competence during the early years is well established; however, the methods for developing such competencies remain less understood. Specifically, there is a need to identify what constitutes high-quality educational environments and effective instruction. This study employed innovative analytical techniques to evaluate the scoring and interpretation of an existing domain-specific observational measure: the Classroom Observation of Early Mathematics Environment and Teaching (COEMET).

This paper explores the tensions—or discontinuities—that arise when designing for educational improvement at scale through research-practice partnerships (RPPs). Focusing on a statewide mathematics education initiative, the authors examine the complexities of coordinating work across diverse communities of practice and analyze how identity, power, and meaning-making impact collaborative problem definition.

This paper explores the tensions—or discontinuities—that arise when designing for educational improvement at scale through research-practice partnerships (RPPs). Focusing on a statewide mathematics education initiative, the authors examine the complexities of coordinating work across diverse communities of practice and analyze how identity, power, and meaning-making impact collaborative problem definition.

This paper explores the tensions—or discontinuities—that arise when designing for educational improvement at scale through research-practice partnerships (RPPs). Focusing on a statewide mathematics education initiative, the authors examine the complexities of coordinating work across diverse communities of practice and analyze how identity, power, and meaning-making impact collaborative problem definition.

This paper explores the tensions—or discontinuities—that arise when designing for educational improvement at scale through research-practice partnerships (RPPs). Focusing on a statewide mathematics education initiative, the authors examine the complexities of coordinating work across diverse communities of practice and analyze how identity, power, and meaning-making impact collaborative problem definition.

Enacting reform-oriented, phenomenon-based instruction provides us an opportunity to more equitably teach science. Particularly, our teaching can be stronger when we elicit, notice and then use all students’ ideas and questions to inform how students collaborate to figure out phenomena. However, this is only possible if we learn to expansively notice the many language resources multilingual students have available for sharing their thinking, which requires teachers to see and hear beyond what has been traditionally privileged in school spaces. In this piece, we describe how we draw upon translanguaging theory and pedagogy to prepare prospective teachers to teach science with multilingual students.

Paraeducators provide essential academic support for young learners of mathematics. However, they have limited opportunities to engage in professional development (PD) that is responsive to their instructional needs and role. To scaffold paraeducators’ growth, project staff designed, tested, and refined a PD model specifically for K–3 paraeducators working in a diverse urban district.

We explore how a professional development program enabled educators to stretch their ideas related to equitable participation in elementary mathematics classrooms, and their district's policy aimed at promoting equitable participation.

Computational thinking (CT) is central to computer science, yet there is a gap in the literature on how CT emerges and develops in early childhood especially for children from historically marginalized communities. Understanding how teachers provide asset-based, culturally responsive opportunities for CT in early childhood classrooms remains largely unknown. The purpose of this paper is to share a subset of findings from a qualitative, ethnographic study that explored the ways in which early childhood teachers (ECT) learned and implemented CT using asset-based pedagogies.