Discover technology-enhanced, game-based tasks and student generalizations.
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Theresa Wills, Jennifer Suh, Kate Roscioli, Amanda Guzman, Jennifer Everdale, and Sandra Lee
Basil Conway IV and Marjorie Mitchell
Students learn to build their own numbering system by recognizing and identifying patterns with interlocking cubes in different place values.
Richard Kitchen, Libni B. Castellón, and Karla Matute
By examining some of Ms. Hill’s instructional moves, we demonstrate how a fifth-grade teacher simultaneously developed her multilingual learners’ mathematical reasoning and mathematics register.
Gülseren Karagöz Akar, Merve Saraç, and Mervenur Belin
In this study, we investigated prospective secondary mathematics teachers’ development of a meaning for the Cartesian form of complex numbers by examining the roots of quadratic equations through quantitative reasoning. Data included transcripts of the two sessions of classroom teaching experiments prospective teachers participated in, written artifacts from these teaching sessions, and their answers to pre-and-post written assessment questions. Results point toward prospective teachers’ improved meanings regarding the definition of complex numbers and the algebraic and geometrical meanings of the Cartesian form of complex numbers. Implications for mathematics teacher education include providing specific tasks and strategies for strengthening the knowledge of prospective and in-service teachers.
Chris Harrow and Justin Gregory Johns
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.
Kristin Doherty
Support students in conjecturing in ways that can promote their agency in the learning process.
Alison Williams and Lisa Lamb
Easy to implement, this strategy has a powerful positive impact in mathematics classrooms.
Tara M. Willging and Luciana C. de Oliveira
A monolingual English-speaking teacher reflects on her experiences practicing a translanguaging stance in first grade with two multilingual learners and provides a set of guiding principles.
Travis Lemon and Scott Hendrickson
A robust framework can support teachers and their students’ learning.
