Journal Issue
Arsalan Wares and David Custer
This pattern-related problem, appropriate for high school students, involves spatial visualization, promotes geometric and algebraic thinking, and relies on a no-cost computer software program.
Joel Amidon, Anne Marie Marshall, and Rebecca E. Smith
The authors began this work with the understandings that (a) there is no “neutral” when it comes to the teaching of mathematics, and (b) mathematics teacher educators need to do something to help produce teachers of mathematics that develop students’ relationships with mathematics and push against the inequities that exist both within and outside of the classrooms in which they will teach. In response, the authors created, deployed, and studied a learning module in an attempt to enact antiracist mathematics teacher education. The learning module activities, the findings about the learning from the prospective teachers who engaged in the module, and messages for mathematics teacher educators who want to engage in this work are shared.
Christine Andrews-Larson, Jonee Wilson, Matthew Mauntel, Jessica Smith, and Thomeca Hawthorne-Glover
Support students in developing contextual reasoning about integer subtraction.
Lisa A. Brooks, Juli K. Dixon, and Introduction by: Liza Bondurant
From the Archives highlights articles from NCTM’s legacy journals, previously discussed by the MTLT Journal Club.
Jennifer M. Suh, Holly Tate, Maryanne Rossbach, Samara Green, Kathy Matson, Julia Aguirre, Padhu Seshaiyer, and Sam Steen
This article details the development of design principles to support teachers in planning for a Community-Based Mathematical Modeling task with a focus on social justice in the elementary grades. By reflecting on the dilemmas we encountered in the design and enactment of the tasks, we developed five design principles that allowed us to address issues of social justice as well as attend to powerful mathematical ideas to bring awareness and take action around a local problem. Through our article, we hope to share with mathematics teacher educators design principles to help plan for tasks with pre- and in-service teachers that prioritize connecting mathematics to social issues and empower both teachers and students to take action to make a positive impact in the community.
Kira Rivera and David Peabody
When students create their own exponent mazes, their creativity and problem-solving abilities flourish.
Natasha E. Gerstenschlager and Katherine Ariemma Marin
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.
Lindsay M. Keazer and Kathleen T. Nolan
Ear to the Ground features voices from several corners of the mathematics education world.
Melissa Gunter
Asking students to write meaningfully about mathematics can be daunting! Help students learn to write with purpose.
