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Excerpts from discussion threads on the online MyNCTM community
Michelle L. Stephan, Luke T. Reinke, and Julie K. Cline
Effective teachers offer students the chance to learn new mathematics through solving contextual problems that ground reasoning and support transitioning to abstract thinking.
DeAnn Huinker, Sarah B. Bush, and Karen J. Graham
This synthesis of the key messages and recommendations from the NCTM Catalyzing Change series suggests ways to initiate needed conversations within schools and districts on removing inequitable structures and broadening the purposes of learning mathematics.
Megan Staples, Mary P. Truxaw, and Vanessa Cruz
A process of analyzing student work to identify language‐related areas of strength and growth is used to articulate language goals that complement content goals.
Cory A. Bennett and Mick J. Morgan
Chalk Talks, a silent discussion protocol, can be used to begin developing cocreated norms. The insights gained shaped the support provided by both the teacher and students throughout the year.
Hyung Sook Lee, Jaehoon Yim, and Jacqueline Coomes
Advance students' strategies by highlighting properties, diverting attention away from procedures and algebraic skills to see the structures in expressions.
Anastasia L. Betts and Ji-Won Son
Research shows that frequent, high-quality mathematics talk that is shared between parents and children can increase mathematics achievement. This article describes ways in which teachers can support parents in increasing the frequency and quality of parent–child mathematics interactions, leading to better outcomes for students.
Thomas Roberts, Jonathan D. Bostic, and Gabriel T. Matney
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.
Frances K. Harper and Sandra Crespo
This task structure both engages students in serious, grade-level appropriate mathematical work and allows the teacher to do the intentional and purposeful work of building a collaborative classroom culture. We highlight possibilities for adapting this task structure to teach different mathematics content across grade levels 3–5.
