This activity engages students with the concept of mathematics identity to expand conceptions of what mathematics is and therefore what doing mathematics and being mathematical can mean. By mathematics identity, we refer both to ways a learner sees themselves and participates in mathematics, and the ways that others speak about or treat that…

Technology will not inherently make students in any classroom more mathematically inquisitive, however, the use of technology can foster student-centered inquiry. This article explores the impact technology has on mathematics learning when it emphasizes the ways it supports student-centered pedagogies. Through this lens, the authors focus on…

To learn mathematical practices, students need opportunities to engage in them. But simply providing such opportunities may not be sufficient to support all students. Simultaneously, explicitly teaching mathematical practices could be problematic if instruction becomes prescriptive. This study investigated how teachers might make mathematical…

This research report examines how two groups of bilingual algebra students made connections among representations while solving a non-routine generalization problem. Using a socio-cultural orientation to mathematics learning, together with a semiotic lens on students' joint mathematical activity, this report details the type of connections among…

Implementation of a problem-based mathematics curriculum, the "Interactive Mathematics Program" (IMP), at three high schools in California has been associated with more than just differences in student achievement. The outcomes that distinguished students who participated in the IMP program from students who followed a conventional…