Do your students ever share ideas that are only peripherally related to the discussion you are having? We discuss ways to minimize and deal with such contributions.

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### Blake E. Peterson, Shari L. Stockero, Keith R. Leatham, and Laura R. Van Zoest

### Jessica Pierson Bishop, Lisa L. Lamb, Ian Whitacre, Randolph A. Philipp, and Bonnie P. Schappelle

Are your students negative about integers? Help them experience positivity and joy doing integer arithmetic!

### Jeff Gregg, Diana Underwood Gregg, and Introduction by: Melissa Boston

From the Archives highlights articles from NCTM’s legacy journals, as chosen by leaders in mathematics education.

### 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.

### Crystal Kalinec-Craig, Emily P. Bonner, and Traci Kelley

This article describes an innovation in an elementary mathematics education course called SEE Math (Support and Enrichment Experiences in Mathematics), which aims to support teacher candidates (TCs) as they learn to teach mathematics through problem solving while promoting equity during multiple experiences with a child. During this 8-week program, TCs craft and implement tasks that promote problem solving in the context of a case study of a child’s thinking while collecting and analyzing student data to support future instructional decisions. The program culminates in a mock parent–teacher conference. Data samples show how SEE Math offers TCs an opportunity to focus on the nuances of children’s strengths rather than traditional measures of achievement and skill.

### Aaron Brakoniecki, Julie M. Amador, and David M. Glassmeyer

Tasks and materials that allow for different approaches can help teachers incorporate student reasoning and can promote connections across different mathematical ideas.

### LauraMarie K. Coleman

Struggling students engage in a scaffolded series of problems and learning experiences that provide access to grade-level content.

### LouAnn H. Lovin

Moving beyond memorization of probability rules, the area model can be useful in making some significant ideas in probability more apparent to students. In particular, area models can help students understand when and why they multiply probabilities and when and why they add probabilities.

### Tracy E. Dobie and Miriam Gamoran Sherin

Language is key to how we understand and describe mathematics teaching and learning. Learning new terms can help us reflect on our practice and grow as teachers, yet may require us to be intentional about where and how we look for opportunities to expand our lexicons.

### Kelly Hagan and Cheng-Yao Lin

April 2020's GPS department provides tasks for each grade band that invite students to reason with age-appropriate number theoretic concepts.