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Volume 117 (2024): Issue 11 (Nov 2024)

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Assessing Student Understanding with a Book Project

Katie Artzt

This alternative assessment for function behavior is both a formative and summative assessment. Students demonstrate their conceptual understanding using a rate graph to generate a story.

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“Assessment: Another Perspective on Concept Maps: Empowering Students”

Sandra K. Wilcox, Marie Sahloff, and Introduction by: Peta-Gaye Benjamin

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

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Culturally Sustaining Universal Design for Mathematics Learning

Cathery Yeh, Lauren Rigby, Suzanne Huerta, and Claire Engelhard

Create and sustain inclusive mathematics learning environments that attend to students’ multidimensional identities.

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A Father-Son Cubing Dyad

Juan M. Gerardo

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GPS: Artificial Intelligence Image Processing

Eunhye Flavin, Jane HyoJin Lee, Michelle T. Chamberlin, and Robert A. 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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Harvesting Problem-Solving Skills

Sherri Martinie and Jennifer Bay-Williams

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Inspecting, Not Correcting, Procedural Mistakes

Lucy A. Watson, Elizabeth B. Harkey, and Angela T. Barlow

Let’s broaden the view of what inspecting procedural mistakes looks like in a classroom, while focusing on engaging in reasoning, justifying mathematical ideas, and identifying what can be learned, to promote an asset view of student reasoning.

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Kindergarteners as Sense Makers!

Allison M. Kroesch, Neet Priya Bajwa, Beth L. MacDonald, Cassandra Mattoon, Agnes M. Gonzalez Hatch, Amanda L. Cullen, Edward S. Mooney, and Julien Corven

Kindergartners can make sense of complex story problems, including Separate Start Unknown problems. We highlight four students using tools to solve this problem type with included teacher takeaways.

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Problems to Ponder

Elinor Slack and Arne Lim

Problems to Ponder provides 28 varying, classroom-ready mathematics problems that collectively span PK–12, arranged in the order of the grade level. Answers to the problems are available online. Individuals are encouraged to submit a problem or a collection of problems directly to mtlt@nctm.org. If published, the authors of problems will be acknowledged.