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Volume 117 (2024): Issue 7 (Jul 2024)

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Volume 55 (2024): Issue 4 (Jul 2024)

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Belonging and Classroom Tests

Suz Antink

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Break Out of Your Routine with Escape Rooms

Jonathan D. Watkins, Andrew M. Gatza, and Michelle E. Harris

You can use a six-step process to develop high-qualityescape room activities for the mathematics classroom.

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Contextualizing Explanations to Support Sense Making

Luke T. Reinke, Michelle L. Stephan, and Jerold R. Griggs

Many teachers use problems set in real or imaginary contexts to make mathematics engaging, but these problems can also be used to anchor conceptual understanding.

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The Creative Process and “Eureka!” Moments

Enrique Ortiz

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Cultivating Critical Statistical Literacy in the Classroom

Liza Bondurant and Stephanie Somersille

Learn about an activity and resource from The New York Times that can be used to help learners cultivate critical statistical literacy.

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“Data Do Not Drive Themselves”

Rob Wieman and, Introduction by: Erica Clement, and Hailey Sisung

From the Archives highlights articles from NCTM’s legacy journals, previously discussed during MTLT Teacher Talk.

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GPS: Fractions as Measures

Michelle Chamberlin and Rob Powers

Growing Problem Solvers provides four original, related, classroom-ready mathematical tasks, one for each grade band. Together, these tasks illustrate the trajectory of learners’ growth as problem solvers across their years of school mathematics.

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Looking Inside the Black Box: Measuring Implementation and Detecting Group-Level Impact of Cognitively Guided Instruction

Robert Schoen, Wendy Bray, Claire Riddell, Charity Buntin, Naomi Iuhasz-Velez, Walter Secada, and Eva Yujia Li

Studies have found that some teacher professional development programs that are based on Cognitively Guided Instruction (CGI) can increase student mathematics achievement. The mechanism through which those effects are realized has been theorized, but more empirical study is needed. In service of this need, we designed a novel measure of instructional practice to assess the extent to which observable features of mathematics instruction are consistent with the principles of CGI. We describe the conceptual foundations and first use of the instrument, which we call M-CLIPS. We found that teachers involved in the first 2 years of a CGI program were using methods consistent with the principles. In contrast, instructional practice in the comparison condition was mostly inconsistent with those principles.