EQUIP<\/a>: an observation tool for tracking patterns in student participation. The goal is to empower teachers in building more equitable classrooms. EQUIP can be used in real-time or with videos of classroom teaching. <\/p>\n\n\n\n Flamingo<\/a> : an online, social learning and professional development system for teachers, coaches, facilitators, and other educational professionals<\/p>\n\n\n\n The Geometer\u2019s Sketchpad<\/a> : a classic dynamic geometry tool that supports argumentation<\/p>\n\n\n\n MathWorlds<\/a> : digital tools for exploring and creating arguments about the mathematics of change<\/p>\n\n\n\n Swivl<\/a> : a video recording, review and collaboration platform<\/p>\n\n\n\n Bridging Math<\/a> : the past work of the VisTe team<\/p>\n\n\n\n Bieda, K. N., & Staples, M. (2020). Justification as an equity practice. Mathematics Teacher: Learning and Teaching PK-12<\/em>, 113<\/em>(2), 102-108. https:\/\/doi.org\/10.5951\/MTLT.2019.0148<\/a> <\/p>\n\n\n\n Russell, Susan Jo, Schifter, Deborah, Kasman, Reva, Bastable, Virginia, and Higgins, Traci. (2017). But why does it work? Mathematical argument in the elementary classroom. <\/em>Heinemann.<\/p>\n\n\n\n Stylianou, D. & Blanton, M. (2018) Teaching with mathematical argument strategies for supporting everyday instruction<\/em>. Heinemann.<\/p>\n","protected":false},"excerpt":{"rendered":" Tools<\/p>\n EQUIP<\/a>: an observation tool for tracking patterns in student participation. The goal is to empower teachers in building more equitable classrooms. EQUIP can be used in real-time or with videos of classroom teaching. <\/p>\n Flamingo<\/a> : an online, social learning and professional development system for teachers, coaches, facilitators, and other educational professionals<\/p>\n The Geometer\u2019s Sketchpad<\/a> : a classic dynamic geometry tool that supports argumentation<\/p>\n MathWorlds<\/a> : digital tools for exploring and creating arguments about the mathematics of change<\/p>\n Swivl<\/a> : a video recording, » Read more<\/a><\/p>\n","protected":false},"author":4,"featured_media":0,"parent":151,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"template-fullwidth.php","meta":{"_acf_changed":false,"_relevanssi_hide_post":"","_relevanssi_hide_content":"","_relevanssi_pin_for_all":"","_relevanssi_pin_keywords":"","_relevanssi_unpin_keywords":"","_relevanssi_related_keywords":"","_relevanssi_related_include_ids":"","_relevanssi_related_exclude_ids":"","_relevanssi_related_no_append":"","_relevanssi_related_not_related":"","_relevanssi_related_posts":"","_relevanssi_noindex_reason":"","footnotes":""},"class_list":["post-311","page","type-page","status-publish","hentry"],"acf":[],"_links":{"self":[{"href":"https:\/\/www.terc.edu\/viste\/wp-json\/wp\/v2\/pages\/311","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.terc.edu\/viste\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.terc.edu\/viste\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.terc.edu\/viste\/wp-json\/wp\/v2\/users\/4"}],"replies":[{"embeddable":true,"href":"https:\/\/www.terc.edu\/viste\/wp-json\/wp\/v2\/comments?post=311"}],"version-history":[{"count":13,"href":"https:\/\/www.terc.edu\/viste\/wp-json\/wp\/v2\/pages\/311\/revisions"}],"predecessor-version":[{"id":715,"href":"https:\/\/www.terc.edu\/viste\/wp-json\/wp\/v2\/pages\/311\/revisions\/715"}],"up":[{"embeddable":true,"href":"https:\/\/www.terc.edu\/viste\/wp-json\/wp\/v2\/pages\/151"}],"wp:attachment":[{"href":"https:\/\/www.terc.edu\/viste\/wp-json\/wp\/v2\/media?parent=311"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
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