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Mathematics in Nature: Note From the Editors

In this volume of the journal, we are excited to in troduce two new sections: Mathematics in Nature, edited by the section editor Dr. John Adam from Old Dominion University, and Culturally Respon sive Teaching (CRT) of Mathematics, edited by Dr. Darryl Corey from Radford University. Mathematics in Nature is the section in which we feature articles that examine nature through the lens of mathematics. These articles provide a con text in which mathematics can be taught in K - 14 classrooms. In the current issue, the article featured in the section is titled, Modeling Climate Change and is appropriate for high school students as well as for community college level mathematics. This article focuses on modeling climate change and includes topics from elementary algebra, quadratic equations, geometric series, introductory calculus, and introductory differentials. The ideas presented here can be incorporated not only in the mathemat ics classroom, but also into physics and chemistry lessons, which makes this section appropriate as a resource for any STEM classroom. Culturally Responsive Teaching of Mathematics focuses on research - based approaches on teaching mathematics, such as CRT. The articles presented here connect students ’ cultures, languages, and life experiences with what they learn in school mathe matics with the goal to develop higher - level aca demic skills through equitable practices in the classroom. In this volume, we are featuring the ar ticle titled Implementing a Rethinking Schools Les son Plan in Middle School Mathematics by Alex Moore. The article is on a lesson plan that allows students to explore the reality of living and paying

for expenses if one works at minimum wage job.

In addition, this volume presents a wide range of articles that are appropriate for elementary through college - level mathematics, including articles: All About the Number Line by Stiffler, Hofer, and Bra zelle, Graspable Math as a Visual - Dynamic Ex pressions and Equations Manipulator by Moore, Engaging Students in the Digital Math Classroom by Badgett and Amis, Good Reads by Gretchen Lee, Ashley Dreesch, and Ashley Carneal focused The Five Practices for Orchestrating Mathematics Discussion , as well as a multitude of resources from NASA and VDOE. We open this issue by introducing five prominent Virginia educators who offered scholarships and grants for students and teachers across the Com monwealth. Their stories about educators are shared in the, Introducing VCTM Scholarships Namesakes, section. We hope you enjoy this issue and continue engaging with the Virginia Council of Teachers of Mathematics.

Dr. Agida Manizade & Dr. Jean Mistele

Virginia Mathematics Teacher vol. 47, no. 2

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