Volume 117 (2024): Issue 11 (Nov 2024)
Volume 55 (2024): Issue 5 (Nov 2024)
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.
“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.
A Course-Based Undergraduate Research Experience (CURE) in Statistics: Enhancing Educational Outcomes and Promoting Access to Data-Driven Careers
Lisa Dierker, Jennifer Rose, Valerie Nazzaro, Robert Kabacoff, Maryam Gooyabadi, and Emmanuel Kaparakis
Course-based undergraduate research experiences (CUREs) have been shown to help students gain research skills. Few studies, however, have evaluated the impact of CUREs on long-term educational and employment outcomes. This article examines postgraduation outcomes for students enrolling in introductory statistics delivered as a CURE compared with those taking a traditional mathematics-based introductory statistics course. Participating in the CURE was found to be associated with a higher likelihood of holding a job in which a primary responsibility was working with data, greater confidence in working with data, and a higher likelihood of earning more than $100K annually. This study suggests that CUREs may not only impart technical skills but also boost students’ self-efficacy in applying statistical methods and analyzing data.
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.
A Father-Son Cubing Dyad
Juan M. Gerardo
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.
Harvesting Problem-Solving Skills
Sherri Martinie and Jennifer Bay-Williams
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.