Contextualizing Explanations to Support Sense Making

Many teachers use problems set in real or imaginary contexts to make mathematics engaging, but these problems can also be used to anchor conceptual understanding.

Read more articles like this and more in MTLT!

 
 

Now Available!

Proactive Mathematics Coaching: Bridging Content, Context, and Practice by Courtney Baker and Melinda Knapp. Elevate your Math Coaching and Leadership Skills with the power of the Proactive Coaching Framework – where context meets content for intentional professional growth. Drawing on a set of 33 Guiding Questions, the PCF prompts you to intentionally plan and reflect on your actions so that you can make instructional decisions that are proactive rather than reactive.

 
 

The July issue of JRME includes articles about two tools to assess learning: the first, to measure whether professional development helps teachers use principles of Cognitively Guided Instruction, and the second, to document how preservice teachers construct and refine mathematical models. The editorial explores the concepts of descriptive, transformative, and reflective research and suggests that each is necessary for the field.

Read the newest issue of JRME here!
 

 

 
 

The February 2024 issue of Mathematics Teacher Educator is a special issue devoted to elevating teacher voices. These five articles center teachers in discussing syllabus design, design thinking, decolonizing lesson study, professional development, and teaching in an emergency.

Read the newest issue of MTE here!

 

Journals

 

Mathematics Teacher: Learning and Teaching PK-12

 
Mathematics Teacher Educator

Mathematics Teacher Educator

 
Journal for Research in Mathematics Education

Journal for Research in Mathematics Education

Books

 
Project-Based Learning

Project-Based Learning in Elementary Classrooms: Making Mathematics Come Alive

 
Unpacking Fractions

Principles to Actions: Ensuring Mathematical Success for All

 
 
100 Problems

One-Hundred Problems Involving the Number 100

 

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