by Lynne Godfrey | Oct 4, 2021 |
The question is not whether all students can succeed in mathematics but whether the adults organizing mathematical learning opportunities can alter traditional beliefs and practices to promote success for all. (NCTM 2014 Principles to Actions) The development of...
by The Investigations 3 Center Team | Sep 27, 2021 |
For the past two years the project staff of the Investigations Center for Curriculum and Professional Development has been studying literature that addresses issues of equity, access, identity, and agency in mathematics education (for example, see Aguirre et. al.,...
by Annie Sussman | Dec 2, 2019 |
In conversations about differentiation, strategies to scaffold learning for students who need more support, and strategies to extend the learning for students who are ready for more challenge often come up. One topic that is rarely considered however, is the...
by Denise Treacy | Mar 26, 2018 |
“I’m just not a math person.” I don’t know how many times I heard this sentiment over the course of a three-day workshop kicking off a new project focused on professional development for paraeducators. But, it surprised me that it was Tonya saying, “I’m good at it,...
by Karen Economopoulos | Jan 22, 2018 |
“Wow, you’re so smart.” These words drew my attention to a pair of 5th grade girls in a class I was visiting, who I’ll call Cassie and Sophia. They were mid-way through a turn and talk, each sharing her strategy for solving 84 x 59. I casually moved closer, curious...
