By focusing on the use of language that inspires, mathematics teachers can foster student agency and invite every student to be a member of the mathematics community.
Patrice P. Waller and Alison S. Marzocchi
Kyle M. Dunbar and Kathryn M. Rich
Codable robots can be used in mathematics class to help middle school students realize a purpose for what they have been learning.
Matt Enlow and S. Asli Özgün-Koca
This month's Growing Problem Solvers focuses on Data Analysis across all grades beginning with visual representations of categorical data and moving to measures of central tendency using a “working backwards” approach.
Steve Ingrassia and Molly Rawding
These are the March 2020 P2P problems from Steve Ingrassia and Molly Rawding.
When we consider the school experience from the student perspective, we are open to change our practices to embody the very principles in which we believe.
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.