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Excerpts from discussion threads on the online MyNCTM community

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LauraMarie K. Coleman

Struggling students engage in a scaffolded series of problems and learning experiences that provide access to grade-level content.

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Mike Naylor

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Beth L. MacDonald, Diana L. Moss, and Jessica H. Hunt

In this article, we explore how playing with dominoes not only requires students to count but also to subitize when constructing number and operations.

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Deborah M. Thompson and A. Susan Gay

This article provides actionable steps and tools for teachers to use to promote student discourse while teaching multiplication fact strategies.

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Patrice P. Waller and Alison S. Marzocchi

By focusing on the use of language that inspires, mathematics teachers can foster student agency and invite every student to be a member of the mathematics community.

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Kelly Hagan and Cheng-Yao Lin

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L. Jeneva Clark and Jonathan M. Clark

These teaching techniques promote students’ reasoning about connections between 2D and 3D perspectives.

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Kyle M. Dunbar and Kathryn M. Rich

Codable robots can be used in mathematics class to help middle school students realize a purpose for what they have been learning.

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Patrick L. Sullivan, Stefanie D. Livers, and Whitney Evans

These strategies for teachers promote this necessary but challenging condition of high‐quality discourse, especially when a student shares an unanticipated conjecture.