Generation Z goes to math class: How the effective mathematics teaching practices can support a new generation of learners

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AbstractMiddle and high school students are part of Generation Z (birth years 1997–2012), a group that is emerging as very different from their parents and teachers. This article considers ways that generational research about Generation Z learners and NCTM's Effective Mathematics Teaching Practices can be used to inform and innovate practice in the mathematics classroom. Research suggests that while Generation Z learners are digitally engaged, they often display a lack of tech savvy. Generation Z students thrive on personalization and are often uncomfortable with collaborative learning. And the social movements of the early 2000s have shaped their world view. The authors provide resources, such as real‐world tasks rooted in social problems, and instructional suggestions for teachers. Teachers who consider the characteristics and preferences of Generation Z in their planning can enact mathematics lessons that better connect to Generation Z learners. With the Effective Mathematics Teaching Practices as a guide, teachers can design and deliver innovative lessons that support Generation Z learners to promote deeper understanding of mathematical content.