By examining some of Ms. Hill’s instructional moves, we demonstrate how a fifth-grade teacher simultaneously developed her multilingual learners’ mathematical reasoning and mathematics register.
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Richard Kitchen, Libni B. Castellón, and Karla Matute
Joel Amidon, Anne Marie Marshall, and Rebecca E. Smith
The authors began this work with the understandings that (a) there is no “neutral” when it comes to the teaching of mathematics, and (b) mathematics teacher educators need to do something to help produce teachers of mathematics that develop students’ relationships with mathematics and push against the inequities that exist both within and outside of the classrooms in which they will teach. In response, the authors created, deployed, and studied a learning module in an attempt to enact antiracist mathematics teacher education. The learning module activities, the findings about the learning from the prospective teachers who engaged in the module, and messages for mathematics teacher educators who want to engage in this work are shared.
Kate Roscioli and Jennifer Suh
Learn how to engage students in geometry concepts through a real-world task that leverages GeoGebra to provide students with generalization and authorship opportunities.
Stacy K. Boote and Terrie M. Galanti
Elementary school students use physical manipulatives (e.g., pattern blocks) to make sense of the geometry and measurement ideas in a Code.org block-based programming lesson.
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.
Karla Bandemer
This department provides a space for current and past PK-12 teachers of mathematics to connect with other teachers of mathematics through their stories that lend personal and professional support.
Melissa Graham, Johana Thomas Zapata, Amy Roth McDuffie, Nicole Blake, Introduction and Reflection by Angela T. Barlow, David Custer, and Clayton Edwards
Lesson study supports teachers in learning about curriculum and effective teaching practices. We discuss a district-wide lesson study process used to explore and adopt a new curriculum.
Kym Fry and Lyn D. English
Grade 4 students engage in problem solving through inquiry in an agricultural science context.
Nicole R. Rigelman and Introduction by: Sam Rhodes
From the Archives highlights articles from NCTM’s legacy journals, previously discussed by the MTLT Journal Club.
Victoria R. Jacobs, Susan B. Empson, Joan M. Case, Amy Dunning, Naomi A. Jessup, Gladys Krause, and D’Anna Pynes
The authors introduce an activity involving “follow-up equations” to connect with ideas children have already expressed during fraction problem solving.
