We discuss how discourse actions can provide students greater access to high quality mathematics. We define discourse actions as what teachers or students say or do to elicit student contributions about a mathematical idea and generate ongoing discussion around student contributions. We provide rubrics and checklists for readers to use.
Amber G. Candela, Melissa D. Boston, and Juli K. Dixon
Dr. Geraldo Tobon and Ms. Marie Tejero Hughes
We share our experiences and those of culturally diverse families who participated in math workshops. We tie our experiences with the importance of family engagement, in particular, viewing families as a resource to be tapped into. We do so, in hopes that other school personnel take on a similar venture.
Joe F. Allison
When I was in graduate school, my math professor, using a straightedge and a compass, marked off a unit distance and then halved it. He said he could halve the exact ½ again and exactly get ¼. He was leading up to infinite series.
The Asked & Answered department shares excerpts from discussion threads on the online MyNCTM community. In this issue, featured threads highlight responses to members' questions related to fact fluency and art-math integration in elementary school, number talks with middle school students, and classroom-tested contexts for introducing students to systems of equations.
Katie Makar, Helen M. Doerr, and Robert delMas
Statistical modeling allows students to construct and improve representations based on their experiences. A model development sequence is used with fifth graders to build models for comparing two distributions of the flight durations of paper helicopters. Emphasis is on the role of the teacher and using models as evidence.
Jennifer M. Tobias
In this article I describe my teaching experiences and how my classroom and role as the teacher has changed throughout my career.
Kelly Hagan and Cheng-Yao Lin
This is the final GPS document for February 2020
Jennifer N. Lovett, Allison W. McCulloch, Blain A. Patterson, and Patrick S. Martin
In this manuscript we describe a lesson that utilizes an applet we designed to help students develop a conceptual understanding of the concept of function. We describe how removing algebraic representations and focusing on a real world context can support students' development of these conceptual understandings of the function concept.
Kristen N. Bieda and Megan Staples
This article highlights the role of students' engagement in mathematical justification in supporting classrooms that provide equitable access to mathematics and develop students' agency for doing mathematics.