An escape room can be a great way for students to apply and practice mathematics they have learned. This article describes the development and implementation of a mathematical escape room with important principles to incorporate in escape rooms to help students persevere in problem solving.
Micah S. Stohlmann
Amber G. Candela, Melissa D. Boston, and Juli K. Dixon
We discuss how discourse actions can provide students greater access to high quality mathematics. We define discourse actions as what teachers or students say or do to elicit student contributions about a mathematical idea and generate ongoing discussion around student contributions. We provide rubrics and checklists for readers to use.
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.
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.
Teachers can benefit from productive and manageable suggestions to align instruction to the intention of the Common Core's Standards for Mathematical Practice.
Angela T. Barlow, Natasha E. Gerstenschlager, and Shannon E. Harmon
Three instructional situations demonstrate the value of using an “unknown” student's work to allow the advancement of students' mathematical thinking as well as their engagement in the mathematical practice of critiquing the reasoning of others.
Stephanie A. Casey and Jonathan D. Bostic
Implementing the practice of looking for and making use of structure differs when addressing statistics content standards compared with mathematics content standards. Read about suggestions for tuning out noise in data to teach SMP 7 in statistics.
Margaret Rathouz, Nesrin Cengiz, Angela Krebs, and Rheta N. Rubenstein
Tasks that have been developed to build a foundation for ratio meanings and language not only provide valuable information about student thinking but also support proportional reasoning.
Patricia F. Campbell, Masako Nishio, Toni M. Smith, Lawrence M. Clark, Darcy L. Conant, Amber H. Rust, Jill Neumayer DePiper, Toya Jones Frank, Matthew J. Griffin, and Youyoung Choi
This study of early-career teachers identified a significant relationship between upper-elementary teachers' mathematical content knowledge and their students' mathematics achievement, after controlling for student- and teacher-level characteristics. Findings provide evidence of the relevance of teacher knowledge and perceptions for teacher preparation and professional development programs.
Katherine E. Lewis
Mathematical learning disability (MLD) research often conflates low achievement with disabilities and focuses exclusively on deficits of students with MLDs. In this study, the author adopts an alternative approach using a response-to-intervention MLD classification model to identify the resources students draw on rather than the skills they lack. Detailed diagnostic analyses of the sessions revealed that the students understood mathematical representations in atypical ways and that this directly contributed to the persistent difficulties they experienced. Implications for screening and remediation approaches are discussed.