We present findings from a study about obstacles that Black students who succeeded in developmental mathematics in community college reported having endured in those mathematics classrooms. To understand the types of obstacles that can arise for students in these classrooms, we analyze data using two frameworks: mathematics identity and dimensions…

The National Council of Teachers of Mathematics (NCTM) has called on teachers to create supportive and equitable classroom environments, to steadfastly advocate that all students can learn mathematics, to hold high expectations for all students and to adopt practices that offer students the opportunity to excel (NCTM 2014). The overarching aim of…

Psychological science has identified positive classroom management and climate building strategies as a key element in developing and maintaining effective learning environments. In this article, we review the literature that has identified effective strategies that build classroom climates to maximize student learning and minimize disruption. In…

This guide is a revised and updated edition of "Making It Count." This version contains much of the information from the earlier publication but also includes strategies for using project-based learning and Web-based instructional programs to support the development of mathematics proficiency for youth in short-term juvenile correctional…

The 43rd meeting of Canadian Mathematics Education Study Group (CMESG) was held at St. Francis Xavier University in Antigonish, Nova Scotia (May 31-June 4, 2019). This meeting marked only the third time CMESG/GCEDM (Groupe Canadien d'Étude en Didactique des Mathématiques) had been held in Nova Scotia (1996, 2003), and the first time it had been…

Teachers of young children can plan proactively so that they avoid some of the serious problem behaviors in the classroom. The strategies presented in this article are part of a problem solving approach to challenging behavior based on the principles of positive behavioral support. Although these methods presented here have research-based…

With restorative discipline, schools move beyond punitive approaches to shared expectations for learning and behavior. Used together with "The School Leader's Guide to Restorative Discipline," this teacher's guide shows how to create a welcoming and responsible community within your classroom, contributing to a consistent, schoolwide approach to…

This guide is designed to support the development of mathematics proficiency for youth in short-term juvenile correctional facilities. Mathematics proficiency includes mastery and fluency in foundational numeracy; an understanding of complex, grade-appropriate concepts and procedures; and application of those competencies to solve relevant,…

Creativity in the mathematics classroom is not just about what pupils do, but also what teachers do. If they are thinking creatively about the mathematical experiences they offer their pupils they can open up opportunities for them to be creative. This article reflects the belief of staff at the NRICH Mathematics Project that mathematics is about…

Presents strategies for banishing behavior problems in the classroom and creating a positive learning environment. The behaviors include name calling; hitting and pushing; tattling; poking and touching; overactivity; talking back; complaining about no playmates; being unprepared to work; and lying, cheating, and stealing. On-the-spot solutions are…

Analyzes three case studies, each representing one of the social studies teaching styles identified by D. S. G. Carter and R. G. Hacker: the knowledge transmitter, emphasizing content; the social scientist concerned with student development; and the reflective thinker, favoring process. Purpose of study was to ascribe meaning to the typology. Used…

In an attempt to review and, if necessary, update the curriculum, a study investigated the prevalence of problem-solving and design approaches in the teaching of woodworking courses in secondary schools in Zimbabwe. Woodworking classes in forms one and three were studied in an urban secondary school where woodworking is taught up to form four and…

Instruction should emphasize generic skills as much as it does occupational or domain-specific skills. Generic skills enable people to: (1) cooperate and communicate for group problem solving; (2) identify and define problems in complex environments; (3) seek, acquire, and synthesize new information; and (4) adapt to changes in the problem-solving…