From the Archives highlights articles from NCTM’s legacy journals, as chosen by leaders in mathematics education.
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Catherine A. Little, Sherryl Hauser, Jeffrey Corbishley, and Introduction by: Denise M. Walston
S. Asli Özgün-Koca and Monica G. McLeod
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.
Sandra Vorensky
Design projects to encourage your students’ self-efficacy and motivate mathematics learning by helping them apply their prior knowledge from real-world experiences.
The Math Learning Center Content Development Team and J. Michael Shaughnessy
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.
Dorothy Y. White
Use this activity to support students in working together, recognizing one another’s contributions, and leveraging their mathematical strengths to solve challenging problems.
Allyson Hallman-Thrasher, Susanne Strachota, and Jennifer Thompson
Teachers can use a pattern task to promote and foster generalizing in the mathematics classroom, presenting opportunities to build on students’ thinking and extending ideas to new contexts.
Michael S. Meagher, Michael Todd Edwards, and S. Asli Özgün-Koca
Using technology to explore a rich task, students must reconcile discrepancies between graphical and analytic solutions. Technological reasons for the discrepancies are discussed.
Amanda K. Riske, Catherine E. Cullicott, Amanda Mohammad Mirzaei, Amanda Jansen, and James Middleton
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.
Kelly Curtis, Katrina Lindo, and Amanda Jansen
When a ninth-grade teacher used discourse moves aligned with responding to students’ thinking and explicitly promoting productive dispositions, her students reported having positive experiences.
