Students use movement and tracing paper to determine sets of points that are equidistant from two points, from two intersecting lines, and from a line and a point not on the line.

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### Megan H. Wickstrom and Matt B. Roscoe

During a middle school task, students compare the sizes of Lake Tahoe and Flathead Lake.

### Nickolaus A. Ortiz and Trina J. Davis

One prerequisite to implementing a holistic form of culturally relevant pedagogy is to plan spaces, opportunities, and lessons for making connections.

### S. Asli Özgün-Koca and Matt Enlow

In this month’s Growing Problem Solvers, we aimed to help students explore patterns where they pay attention to the mathematical structures behind those patterns.

### Henri Picciotto

This letter is a response to George article, “Linking Factors and Multiples to Algebraic Reasoning.” I suggest a generalization of the chicken nuggets problem discussed in the article.

### J. Jeremy Winters, Kristin E. Winters, and Dovie L. Kimmins

Use robots and coding to engage K–2 students with specific mathematics standards.

### Kristopher J. Childs

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

### Susie Katt and Megan Korponic

Problems to Ponder provides 28 varied, classroom-ready mathematics problems that collectively span PK–12, arranged in order of grade level. Answers to the problems are available online.

### Langsdorf Alison

This editorial, written to open the August 2020 issue, recaps and previews some of the challenges the math teacher community has faced and will continue to face in the new school year while pointing readers to NCTM, *MTLT*, and specifically GPS, as resources.