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Surani Joshua, James Drimalla, Dru Horne, Heather Lavender, Alexandra Yon, Cameron Byerley, Hyunkyoung Yoon, and Kevin Moore

The Relative Risk Tool web app allows students to compare risks relating to COVID-19 with other more familiar risks, to make multiplicative comparisons, and to interpret them.

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Michelle T. Chamberlin and Robert A. Powers

Growing Problem Solvers provides four original, related, classroom-ready mathematical tasks, one for each grade band. Together, these tasks illustrate the trajectory of learners’ growth as problem solvers across their years of school mathematics.

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Marykate McCracken

Show your students how useful mathematics can be in real-world applications.

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F. Paul Wonsavage

Three approaches to the Doughnut task highlight how representing functions in multiple ways can support student understanding in interpreting key features of functions within a context.

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Alice Aspinall

This article describes how fortuitous mathematical moments should be noticed, encouraged, embraced, and capitalized upon.

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Elizabeth G. Arnold, Elizabeth A. Burroughs, Mary Alice Carlson, Elizabeth W. Fulton, and Megan H. Wickstrom

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

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Justin Gregory Johns, Chris Harrow, and Peter Nikolai

Problems to Ponder provides 28 varying, classroom-ready mathematics problems that collectively span PK–12, arranged in the order of the grade level. Answers to the problems are available online. Individuals are encouraged to submit a problem or a collection of problems directly to mtlt@nctm.org. If published, the authors of problems will be acknowledged.

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Mindy Kalchman

Process-oriented, question-asking techniques provide a framework for approaching modern challenges, including modality pivots and student agency.

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Catherine A. Little, Sherryl Hauser, Jeffrey Corbishley, and Introduction by: Denise M. Walston

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

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Madelyn W. Colonnese

A teacher implements this type of personal prose in the classroom to help students make sense of fractions and communicate ideas.