This article explores three processes involved in attending to evidence of students' thinking, one of the Mathematics Teaching Practices in Principles to Actions: Ensuring Mathematical Success for All. These processes, explored during an activity on proportional relationships, are discussed in this article, another installment in the series.
Browse
Karen S. Karp, Sarah B. Bush, and Barbara J. Dougherty
Try these meaningful alternative approaches to helping students make sense of word problems.
Sarah K. Bleiler-Baxter, Sister Cecilia Anne Wanner O.P., and Jeremy F. Strayer
Explore what it means to balance love for mathematics with love for students.
Stefanie D. Livers, Kristin E. Harbour, and Lindsey Fowler
In our attempts to make a concept easier, we may hinder student learning.
Ron Lancaster
Since its inception, the Mathematical Lens column has provided teachers with resources to use with their students to make connections between mathematics and the world around us through the use of photographs. The editors and the dozens of teachers who submitted material for columns have taken all of us on a journey around the world to discover where mathematics lives. These columns have offered teachers a license to do mathematics everywhere and to travel far with their students with a full tank of resources.
Stephen Phelps
Edited by Anna F. DeJarnette
A monthly set of problems targets a variety of ability levels.
Jo Boaler
Engage your learners through tasks proven to significantly promote reasoning and problem solving, which touch on many of the Mathematics Teaching Practices in Principles to Actions: Ensuring Mathematical Success for All. These tasks are discussed in this article, another installment in the series.
