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We investigate the algebraic discourse of secondary mathematics teachers with respect to the topic of equation solving by analyzing five teachers’ responses to open-ended items on a questionnaire that asks respondents to analyze hypothetical student work related to equation solving and explain related concepts. We use tools from commognitive analysis to describe features of teachers’ explanations, and we use these survey responses as examples to illustrate a distinction in discourses about equation solving that has implications for students’ learning of common procedures for finding solution sets of equations and systems. 

During the COVID-19 pandemic, many urban schools relied on community centers with existing computer labs and high-speed internet that could provide in-person support for a small number of children engaging in online learning. Using a digital storytelling approach, this research report analyzes the mathematics identities of 14 informal adult educators. Situating the stories shared though Critical Race Theory counternarratives, this study enables participants to ground their narratives within their own spaces of power–to tell and forge their own digital mathematics story. Because informal adult educators are not family members nor school-based educators, they often are invisible variables in conceptualizing a child’s mathematics learning. This research seeks to elicit their mathematics stories and understand how to enactment digital mathematics storytelling through listening to how the community positions and visions math.