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.

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### Amanda K. Riske, Catherine E. Cullicott, Amanda Mohammad Mirzaei, Amanda Jansen, and James Middleton

### Dr. Zandra de Araujo, Ms. Deborah Hanuscin, and Ms. Samuel Otten

In this paper we discuss different ways teachers can integrate science and mathematics into their curriculum. In particular, we focus on science and mathematics integration via the disciplinary practices.

### Gabriel Matney, Julia Porcella, and Shannon Gladieux

This article shares the importance of giving K-12 students opportunities to develop spatial sense. We explain how we designed Quick Blocks as an activity to engage our students in both spatial reasoning and number sense. Several examples of students thinking are shared as well as a classroom dialogue.

### Janet Sharp and Rachael M. Welder

Students notoriously struggle with division of fractions in 5 key areas. Hear what those 5 areas are and how recommendations address the limitations.

### Elizabeth T. Walker and Jeffrey S. Molisani

Multiple entry points on the road to assessing students can tell teachers if students can **do** math and therefore **apply** math to real-world problems.

### Nevin Iliev and Frank D'Angelo

Enable children of all backgrounds to move beyond their current knowledge base and make culturally relevant mathematical connections.

### Robert Q. Berry III and Mark W. Ellis

See how one seventh-grade teacher melds NCTM's Process Standards, CCSSM's Standards for Mathematical Practice, and multidimensional teaching to engage students.

### Higinio Dominguez and Melissa Adams

Complement teacher noticing with student noticing to enhance the teaching and learning of estimation.

### Christa Jackson, Cynthia Taylor, and Kelley Buchheister

Incorporating math games into the classroom will help your students become motivated problem solvers.

### Tamsin Meaney, Tony Trinick, and Uenuku Fairhall

In this article, we explore how a school in Aotearoa [New Zealand] infuses the identity of Indigenous students into the school-based curriculum through the promotion of their language and culture in mathematics lessons. Bernstein's pedagogic device illustrates how teachers' practices were influenced by being able to think the “unthinkable.” This came from the contestation that arose when competing bodies of knowledge had to be integrated both at the school level and at the classroom level. For equity to be achieved regarding students' mathematics learning, parents' and the community's aspirations for students' education need to be infused into debates about the knowledge that teachers are expected to include in their teaching. This enables the local context to make a positive contribution to students' learning. It also implies that programs for improvement should not be imposed on schools unless there are opportunities for them to be adapted to the needs of individual schools.