Debate and discussions have often been staples of humanities classrooms. However, as Elham Kazemi states “everything we know about student learning and classroom practice tells us that classroom conversations are crucial to mathematics learning.” Let's explore ways to incorporate short debates into everyday math lessons.
You are looking at 71 - 80 of 26,341 items
Julie M. Amador, David Glassmeyer and Aaron Brakoniecki
This article provides a framework for integrating professional noticing into teachers' practice as a means to support instructional decisions. An illustrative example is included based on actual use with secondary students.
Zachary A. Stepp
“It's a YouTube World” (Schaffhauser, 2017), and educators are using digital tools to enhance student learning now more than ever before. The research question scholars need to explore is “what makes an effective instructional video?”.
Micah S. Stohlmann
Dude Perfect has one of the most popular YouTube channels in the United States. An example mathematical activity connected to a Dude Perfect video is described along with the incorporation of assessing and advancing questions.
Zandra de Araujo, Deborah Hanuscin and Samuel Otten
In this paper we discuss different ways teachers can integrate science and mathematics into their curriculum. In particular, we focus on science and mathematics integration via the disciplinary practices.
Susie Katt and Megan Korponic
This document contains the actual problems for April 2020.
J. Michael Shaughnessy
In celebration of NCTM's 100th birthday I'm very pleased to have this opportunity to share this retrospective on two early career events that had a big impact on mathematics education nationally and internationally, and turned out to be surprisingly instrumental in my own professional development.
Susan Baker Empson, Victoria R. Jacobs, Naomi A. Jessup, Amy Hewitt, D'Anna Pynes and Gladys Krause
The complexity of understanding unit fractions is often underappreciated in instruction. We introduce a continuum of children's understanding of unit fractions to explore this complexity and to help teachers make sense of children's strategies and recognize milestones in the development of unit-fraction understanding. Suggestions for developing this understanding are provided.
Erell Germia and Nicole Panorkou
We present a Scratch task we designed and implemented for teaching and learning coordinates in a dynamic and engaging way. We use the 5Es framework to describe the students' interactions with the task and offer suggestions of how other teachers may adopt it to successfully implement Scratch tasks.
Sophia Kovalevsky's story