An example of an after-school club activity gives educators some tools and suggestions to implement such an approach in their schools.
Min Wang, Candace Walkington, and Koshi Dhingra
Deanna Pecaski McLennan
Amanda K. Riske, Catherine E. Cullicott, Amanda Mohammad Mirzaei, Amanda Jansen, and James Middleton
We introduce the Into Math Graph tool, which students use to graph how “into" mathematics they are over time. Using this tool can help teachers foster conversations with students and design experiences that focus on engagement from the student’s perspective.
Providing students the autonomy and choice to learn when productive struggle becomes unproductive is a core teaching belief in the author’s classroom. This article tells the story of one student’s ability to know and express when his frustration was too great and how he chose to walk away from his work and return the next day.
Sean P. Yee, George J. Roy, and LuAnn Graul
As mathematical patterns become more complex, students' conditional reasoning skills need to be nurtured so that students continue to critique, construct, and persevere in making sense of these complexities. This article describes a mathematical task designed around the online version of the game Mastermind to safely foster conditional reasoning.
Scott Corwin, Michelle Cascio, Katherine Emerson, Laura Henn, and Catherine Lewis
Our middle school mathematics department used lesson study to investigate how to introduce fractions division to our sixth-grade students. We highlight our learnings during the Study and Plan phases, describe our observations during the lesson, and provide tips for educators interested in using lesson study to study their own content.
Aline Abassian and Farshid Safi
This article dives into the importance of engaging students in investigating the mathematics of businesses that pressure their members to recruit new members as a basis for success, also referred to as multi-level marketing (MLM). The mathematics behind these businesses are discussed, and a sample student task is given.
Trena L. Wilkerson
How has NCTM leadership shaped the evolution of teaching and learning mathematics? What are your expectations for NCTM leadership?
Angela T. Barlow
Editor Comments for May 2020 issue