Rather than centering technology, we need to view tools as raw materials that students can use strategically to build mathematical knowledge.

# Browse

### 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.

### Gail Burrill, Joan Funderburk, Becky Byer, and Rachael Gorsuch

Classroom stories show how using technology to investigate the wage gap provided opportunities to develop students’ identities and agency and enabled a classroom culture of sharing and risk-taking.

### Kate Roscioli and Jennifer Suh

Learn how to engage students in geometry concepts through a real-world task that leverages GeoGebra to provide students with generalization and authorship opportunities.

### Laura R. Van Zoest, Shari L. Stockero, Blake E. Peterson, and Keith R. Leatham

Learn why collecting, clarifying, and revoicing—often great teaching moves—do not always work.

### Toni L. Amarel and Megan H. Wickstrom

What tales would your students tell about their mathematical experiences? In this article, we describe a task, The Math Metaphor, and how it was utilized in a high school classroom as a window to explore students’ experiences with mathematics.

### Nathalie Sinclair and Nicholas Jackiw

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

### Karen C. Fuson and Steve Leinwand

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

### T. Royce Olarte and Sarah A. Roberts

Teachers can implement a mathematics language routine within in-person/hybrid and remote instructional contexts.