Mathematics

To begin exploring how children’s play can support the development of the foundations of mathematics learning, we outline the landscape of play and mathematics. We introduce two debates concerning play and math, the resolution of which could advance the field. Because the main issue is the type(s) of play that should be encouraged, we provide a taxonomy of play that illustrates the contributions each category can make to early mathematics education. The questions we consider include: What mathematics does or could potentially emerge from distinct play contexts?

To begin exploring how children’s play can support the development of the foundations of mathematics learning, we outline the landscape of play and mathematics. We introduce two debates concerning play and math, the resolution of which could advance the field. Because the main issue is the type(s) of play that should be encouraged, we provide a taxonomy of play that illustrates the contributions each category can make to early mathematics education. The questions we consider include: What mathematics does or could potentially emerge from distinct play contexts?

Design research offers an approach for developing innovations in authentic educational settings and generating knowledge about learning and the designs that support it. Yet scaling and sustaining these innovations across contexts remains a persistent challenge. In this paper, we present a design framework developed by a nine-year partnership focused on building a statewide professional learning infrastructure for mathematics education.

Design research offers an approach for developing innovations in authentic educational settings and generating knowledge about learning and the designs that support it. Yet scaling and sustaining these innovations across contexts remains a persistent challenge. In this paper, we present a design framework developed by a nine-year partnership focused on building a statewide professional learning infrastructure for mathematics education.

Design research offers an approach for developing innovations in authentic educational settings and generating knowledge about learning and the designs that support it. Yet scaling and sustaining these innovations across contexts remains a persistent challenge. In this paper, we present a design framework developed by a nine-year partnership focused on building a statewide professional learning infrastructure for mathematics education.

Design research offers an approach for developing innovations in authentic educational settings and generating knowledge about learning and the designs that support it. Yet scaling and sustaining these innovations across contexts remains a persistent challenge. In this paper, we present a design framework developed by a nine-year partnership focused on building a statewide professional learning infrastructure for mathematics education.

Despite significant interest in Career and Technical Education (CTE), little is known about CTE teachers. Using ten years of Maryland administrative data, we find that almost one-fifth of CTE teachers enter the profession with a high school diploma or associate’s degree, reflecting state policies allowing trade/industry professional experience to substitute for higher degrees. Relatedly, CTE teachers are roughly twice as likely as non-CTE teachers to enter through alternative licensure pathways that bypass traditional teacher education (68% vs. 36%).

Over the last decade, reform in science education has placed an emphasis on the science practices as a way to engage students in the process of science and improve scientific literacy. A critical component of developing scientific literacy is learning to apply quantitative reasoning to authentic scientific phenomena and problems. Students need practice moving fluidly (or fluently) between math and science to develop a habit of mind that encourages the application of quantitative reasoning to real-world scenarios.

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.