Teaching transparently about the process and goals can support students as they make and support mathematical claims.
Jerilynn Lepak and Taren Going
Design projects to encourage your students’ self-efficacy and motivate mathematics learning by helping them apply their prior knowledge from real-world experiences.
Meghan Shaughnessy, Nicole Garcia, and Darrius D. Robinson
Using cases from early childhood, elementary, and secondary classrooms, we showcase the work that teachers do to support students in building a collective argument and critiquing an individual’s argument. We identify four areas of work central to teaching students to build and critique mathematical arguments.
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.
Kathryn Lavin Brave, Mary McMullen, and Cecile Martin
The application of exact terminology benefits students when forming and supporting mathematical arguments virtually.
Amanda L. Cullen, Carrie A. Lawton, Crystal S. Patterson, and Craig J. Cullen
In this lesson, third graders were asked how many degrees is a full rotation around a circle. After we gave students time and space to disagree, to make and test conjectures, and to explore, they reasoned about angle as turn and determined a full rotation is 360 degrees.