Different types of open tasks can be used as a tool to promote rigorous student mathematical discourse and considerations for facilitation.
Let’s Give Them Something to Talk About
Nicola M. Hodkowski and Carolyn Carhart-Quezada
Filling Vases and Making Tanks
Two classic hands-on tasks address conceptual understanding of functions. The tasks center student discourse and rough draft mathematics as students grapple with the relationship between input and output.
Making Sense of Algebraic Expressions in Context
Isabel White, Michael Foster, and Joanne Lobato
Explore three challenges that students faced and how they made progress.
Enacting Co-Craft Questions Using Flexible Teaching Platforms
T. Royce Olarte and Sarah A. Roberts
Teachers can implement a mathematics language routine within in-person/hybrid and remote instructional contexts.
Exploring Grades 3–5 Mathematics Activities Found Online
Lara K. Dick, Amanda G. Sawyer, Margaret MacNeille, Emily Shapiro, and Tabitha A. Wismer
We investigate resources on TeachersPayTeachers and discuss how what is available affects our teaching practices.
Seeking Quality Feedback to Improve Practice
Formative Assessment in Secondary Mathematics: Moving Theory to Recommendations for Evidence-Based Practice
Rachael H. Kenney, Michael Lolkus, and Yukiko Maeda
Mathematics teacher educators play a key role in supporting secondary mathematics teachers’ development of effective, research-based formative assessment (FA) practices. We used qualitative research synthesis as a tool to identify actionable recommendations for mathematics teacher educators as they work with teachers on FA practices in secondary classrooms. These recommendations can strengthen the research-based practices of mathematics teacher educators as they support teachers’ collections and uses of FA data to move student thinking forward in secondary mathematics. We share and discuss recommendations for mathematics teacher educators to connect pedagogical content knowledge of students, teaching, and curriculum to FA practices. We also highlight the usefulness of the qualitative synthesis method, meta-aggregation, for generating research-based connections between theory and practice in mathematics education.
How Big Is a Leaf? Mathematical Modeling Through STEM Inquiry
Kym Fry and Lyn D. English
Grade 4 students engage in problem solving through inquiry in an agricultural science context.
NCTM’s Activity Gems for the Classroom
Ear to the Ground features voices from several corners of the mathematics education world.
Same Task but Different Learning Goals
Stephanie D. Sigmon, Kelly Q. Halpin, Damien J. Ettere, and Jennifer Suh
This article models how to plan and facilitate implementing the same task in two sixth-grade classrooms with two different learning goals using the Five Practices structure.