Archives

  • TEEM Volume 11 2020, No. 3 Special Issue on Multilingual Learners: Multilingual Practice
    Vol. 11 No. 3 (2020)

    From the Editors (p. 6)

    “Hush it up!”: Silence as a Pedagogical Resource in a Language Immersion Mathematics Classroom (p. 8). José Martínez Hinestroza

    TODOS Mission and Goals (p. 15)

    Fencing in the Goats: Adaptation of Modeling Framework for Emergent Bilinguals (p. 16).  Ji-Yeong I, Kait Ogden, Ricardo Martinez, and Betsy Araujo Grando

    Exploring the Mathematical Agency of a Multilingual Child With an Identified Learning Disability (p. 25). Juanita Silva

    Learning to Leverage Obstacles, Resources, and Strategies in Math Classes With Multilingual Learners (p. 32). Aaron T. Wilson, Hyung Won Kim, Mayra Ortiz Galarza and Josef Sifuentes

    Preparing Bilingual Pre-Service Teachers to Foster Equitable and Open Communication With Latinx Immigrant Parents en la Enseñanza de Matemáticas (p. 41). Gladys H. Krause and Kiyomi Sánchez-Suzuki Colegrove 

    TODOS 2020-2021 Leadership (p. 50)

    TODOS 2020 Position Statement and Commentaries (p. 51)

  • TEEM Volume 11 2020, No. 2 Special Issue on Multilingual Learners: Translanguaging
    Vol. 11 No. 2 (2020)

    From the Editors (p. 5)

    Translanguaging and the Mathematics Classroom (p. 8). The Translanguaging Study Group

    TODOS Mission and Goals (p. 15)

    Poetry Corner (p. 16). Lawrence Mark Lesser

    Flowing With the Translanguaging Corriente: Juntos Engaging With and Making Sense of Mathematics (p. 17). Luz A. Maldonado Rodríguez, Gladys Krause, and Melissa Adams-Corral

    TODOS Live! (p. 25)

    Translanguaging to Persevere: Supporting and Recognizing the Meaning-Making Process for Latinx Bilingual Students of Mathematics (p. 26). Joseph DiNapoli and Hector Morales, Jr.

    Keep Up With TODOS on Social Media! (p. 34 )

    Transmodalising for Equitable Mathematics Instruction for Multilingual Classrooms (p. 35). Sujin Kim and Jennifer Suh

    “Whenever My Mom Speaks Spanish at Home, It Helps Me Understand More in Math”: Reflections on the Testimonios of Bilingual Latinx Students (p. 43). Carlos Nicolas Gomez, Stacy R. Jones and Hilary Tanck 

    TODOS Position Statements (p. 53)

    TODOS 2020-2021 Leadership (p. 54)

  • TEEM Volume 11 2020, No. 1
    Vol. 11 No. 1 (2020)

    From the Editors (p.5)

    Teachers’ Grouping Strategies: Implications for Equity (p. 6). Cara Haines and Charles Munter

    Twenty-One Days of First Grade Spanish Dual Language Immersion: A Nurturing Mathematics and Linguistic Incubation (p. 14). Rachel Reeder

    Experiencing Multilingualism in the Math Classroom: A Conversation Starter with Teacher Candidates (p. 22). Laura Kennedy and Sandra Crespo

    TODOS Podcast (p. 32)

    TODOS 2019-20 Leadership (p. 34)

  • TEEM Volume 10 2019
    Vol. 10 No. 1 (2019)

    From the Editors (p. 5)

    Why Recreate the Wheel when Collaboration is Key? Implementing Strategies for Success across Student Groups (p. 6). Amanda E. Lowry, Melinda (Mindy) Eichhorn and Kristen Burke

    Poetry Corner (p. 16)

    The Co-Construction of Competence: An Activity System Perspective for Leveraging and Strengthening Students’ Language and Mathematics Competencies (p. 17). Cathery Yeh and Ansley Wong

    Using ClassChatter to Mediate Controversial Discussions in Small Teacher Preparation Programs: A Case Study (p. 26). Rebecca Dibbs, Laura Beene, and Kelly Lewis

    TODOS Live! TODOSonLine! (p. 36)

    TODOS Blog (p. 36)

    TODOS 2018-19 Leadership (p. 38)

  • TEEM Volume 9 2018
    Vol. 9 No. 1 (2018)

    Forging New Terrain in Critical Mathematics Teacher Education: The Role of Collaborative Reflective Practice (p. 6). Craig J. Willey and Stefanie D. Livers

    TODOS Mission and Goals (p. 16)

    Illustrating Effective Teacher Reflection and Instructional Practices That Support English Learners in Mathematics (p. 17). Sara Morales, Terri Sainz, Kathryn Million and Kathe Kanim

    Current TODOS Publications (p. 25)

    Differentiating Mathematics Instruction for Multilingual Students Using Critical Sociocultural Practices (p. 26). Annela Teemant, Brandon J. Sherman and Amy Wilsons

    TODOS 2017-18 Leadership (p. 37)

    TODOS 2017-18 Accomplishments (p. 38)

    In Memoriam: Carol A. Edwards (p. 39)

  • TEEM Volume 8 2017
    Vol. 8 No. 1 (2017)

    Dimensions of Equity within Preservice Teachers’ Responses to Equity Quotations (p. 6). Christa Jackson and Sarah A. Roberts

    Examining One Mathematics Teacher’s Decisions Regarding Mathematics and Language (p. 15). Ji-Yeong I and Zandra de Araujo

    A Framework for Modifying Mathematics Tasks for Accessibility (p. 23). Walter G. Secada, Edwing Medina,  and Mary A. Avalos

  • TEEM Volume 7 2016 : Special issue Social Justice
    Vol. 7 No. 1 (2016)

    Mathematics Education and Social Justice: A Conversation with Danny Martin (p. 9). Julia M. Aguirre

    That’s Not Fair and Why: Developing Social Justice Mathematics Activists in Pre-K (p. 15). Theodore Chao and DeAndrea Jones

    Developing Sociopolitical Consciousness through Lorraine Hansberry’s A Raisin in the Sun: An Interdisciplinary Project (p. 22). Celethia Keith McNeil and Christopher Fairley, Jr.

    Methods, Maps, and Meaningful Mathematics (p. 36). Maria del Rosario Zavala

    Supporting Prospective Teachers in Using Mathematics to Understand Our World (p. 45). Mathew D. Felton-Koestler and Emily Sutherland and Nicole Tracy

    Strategies for Creative Insubordination in Mathematics Teaching (p. 52). Rochelle Gutiérrez

  • TEEM Volume 6 2015
    Vol. 6 No. 1 (2015)

    A Framework for Connecting Natural Language and Symbol Sense in Mathematical Word Problems for English Language Learners (p. 7). Rachael H. Kenney and Luciana C. de Oliveira

    Preparing Teacher Candidates to Work with English Language Learners (p. 17). Linda Arnold and Patricia Davis-Wiley

    Learning Language: A Mathematics Educator’s Reflection on Empathy and Privilege (p. 25). Lawrence M. Lesser

    From “Eye-opening” to Mathematical: Helping Preservice Teachers Look for Mathematics in Stories of Oppression (p. 33). Ksenija Simic-Muller

  • TEEM Volume 5 2013
    Vol. 5 No. 1 (2013)

    In the Shoes of English Language Learners: Using Baseball to Help Pre-service Teachers Understand Some Complexities of Language in Mathematics Instruction (p. 7). Eugenia Vomvoridi-Ivanović and Aria Razfar

    Designing for Diversity: Strategies for Embedding Mathematics in Out-of-school Programs for Children in the Elementary Grades (p. 16). Marlene Kliman, Nuria Jaumot-Pascual, and Valerie Martin

    Equitable Practices in Mathematics Classrooms: Research-Based Recommendations (p. 26). Judit Moschkovich

  • TEEM Volume 4 2012
    Vol. 4 No. 1 (2012)

    Test Scores in the U.S.: Introducing the Data to Pre-service Teachers (p. 7). Mathew D. Felton

    Interpreting and Using Gestures of English Language Learners in Mathematics Teaching (p. 15). Anthony Fernandes and Laura McLeman

    “La Lotería”—Using a Culturally Relevant Mathematics Activity with Pre-service Teachers at a Family Math Learning Event (p. 24). Olga M. Ramirez and Cherie A. McCollough

  • TEEM Volume 3 2011
    Vol. 3 No. 1 (2011)

    Passion for Equity: An Asian-American Mathematics Educator‘s Journey (p. 5). Carol A. Edwards

    Developing Mathematics Literacy for Bilingual Learners: A Framework for Effective Learning (p. 10). Zulmaris Diaz, J. Joy Esquierdo, Olga Ramirez, and Isela Almaguer

    Teaching Mathematics to English Language Learners: Using Robert Moses‘ Five-Step Approach (p. 20). Ruth Ahn, Ji Yeong I, and Robin T. Wilson

  • TEEM Volume 2 2010
    Vol. 2 No. 1 (2010)

    Pre-service Teachers’ Assumptions about Latino/a English Language Learners in Mathematics (p. 6 ). Kathryn B. Chval and Rachel J. Pinnow

    Investigating Mathematics Teaching Practices in Latin America: Reflections on Preparing U.S. Teachers of English Learners (p. 14). Alejandra Sorto

    Revisiting Board Games: A New Twist on a Familiar Activity (p. 22). Margarita Jiménez-Silva, Conrado L. Gómez and Janel White-Taylor

  • TEEM Volume 1 2009
    Vol. 1 No. 1 (2009)

    Framing Equity: Helping Students “Play the Game” and “Change the Game” (p. 4). Rochelle Gutiérrez

    A Reflection on my Work with Latino Parents and Mathematics (p. 9). Marta Civil

    Advancing Equity and High Quality Mathematics Education with Actions Drawn from Ethnomathematics. Fredrick L. “Rick” Silverman, Gary H. Fertig, Jennifer Harding-DeKam, & Susan Conklin Thompson

    Communicating Mathematically: English Language Learners in the Mathematics Classroom (p. 18). Debra Coggins, Drew Kravin, Grace Dávila Coates, & Maria Dreux Carroll

    Equity, Social Justice, and the Mission of TODOS: Connections and Motivations (p. 22). Larry Lesser

    Mayan Mathematics: Connecting History and Culture in the Classroom (p. 28). Joseph M. Furner

    Improving the Teaching and Learning Culture of Mathematics for Immigrant Children (p. 34). Guillermo Mendieta

    Lesson Study: Collaboration among Middle School Mathematics Teachers of Latino Students (p. 38). Cynthia O. Anhalt, Laura Farias, Salvador Farias, Josie Olivas, & Melanie Ulliman