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Reconsidering Mathematical Authority

Michael D. Hicks, Jessica Pierson Bishop, Christina Koehne, and Mai Bui

Who has mathematical authority in your classroom, and what does authority look like? Find out different ways you can help students gain authority.

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Ways to Help Students Become Powerful Mathematical Thinkers

Alan H. Schoenfeld

Ear to the Ground features voices from several corners of the mathematics education world.

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Building Coherence and Progression on Sound Frameworks

Travis Lemon and Scott Hendrickson

A robust framework can support teachers and their students’ learning.

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A Guide for Writing in the Mathematics Classroom

Melissa Gunter

Asking students to write meaningfully about mathematics can be daunting! Help students learn to write with purpose.

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Teaching Is a Journey: Advice for a New Teacher

Sandy Vorensky

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.

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Building Equitable Math Talk Classrooms

Karen C. Fuson and Steve Leinwand

The power of Number Talks and extensions that can build to an equitable Math Talk Classroom

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The Data Revolution

David B. Custer and Ksenija Simic-Muller

We reflect on recent presentations at the NCTM annual conference and articles in MTLT that address statistics, data modeling, and data science. We observe that such presentations and articles are increasingly common, and encourage readers to use them in their teaching and write about their own adventures with data.

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“Reflections on High-Quality Math Instruction”

Blake E. Peterson, Douglas L. Corey, Benjamin M. Lewis, Jared Bukarau, and Introduction by: Wendy Cleaves

From the Archives highlights articles from NCTM’s legacy journals, previously discussed by the MTLT Journal Club.

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Teaching Is a Journey: Faculty Speech at Closing Assembly

Alessandra King

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.

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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.