P-ISSN 1945-7502
E-ISSN 1945-7448
Vol. 18, Issue 2, 2025December 31, 2025 PDT
Framing Mistakes: Elementary Teaching Practices and the STEM Trajectories of Minoritized Students
Framing Mistakes: Elementary Teaching Practices and the STEM Trajectories of Minoritized Students
Articles in Vol. 18, Issue 2, 2025
Vol. 18, Issue 2, 2025
- Table of ContentsSong A AnBirgit Brandt
- Creating Inclusive and Equitable Mathematics Classrooms for Multilingual Learners Through Professional DevelopmentHelen BrandonKimberly Taber
- Perceptions of Inquiry-Based Mathematics Instruction in Technical and Vocational Schools in GhanaFred Asante-MensaSamuel Kwesi Asiedu- AddoSamuel Owusu AnsahIsaac AnsahBenedict Celestine AgbataWilliam Obeng-Denteh
- Helping Pre-Service Teachers Transition to the Role of Teacher Through Co-PlanningJoanne CanigliaMichelle MeadowsNathan Stevenson
- Framing Mistakes: Elementary Teaching Practices and the STEM Trajectories of Minoritized StudentsMariana Alvidrez
- Mathematical Identity: Creating PK-12 Mathematics Environments of Inclusion, Representation, and BelongingTenisha Marcel-HerbertNatalie Parker-Holliman
- Differentiating Instruction in Diverse Classrooms: A Case Study on Preservice Elementary Teachers’ Math Teaching Practices During InternshipMuhammad S. Uddin
Alvidrez, M. (2025). Framing Mistakes: Elementary Teaching Practices and the STEM Trajectories of Minoritized Students. Journal of Mathematics Education, 18(2), 47–61. https://doi.org/10.26711/007577152790194