CDMS is a routine that allows teachers to organize instruction around students’ mathematical discussions and multiple problem-solving methods.
Jon R. Star, Soobin Jeon, Rebecca Comeford, Patricia Clark, Bethany Rittle-Johnson, and Kelley Durkin
S. Leigh Nataro
Ear to the Ground features voices from several corners of the mathematics education world.
Michael S. Meagher, Michael Todd Edwards, and S. Asli Özgün-Koca
Using technology to explore a rich task, students must reconcile discrepancies between graphical and analytic solutions. Technological reasons for the discrepancies are discussed.
Emiliano Gómez, Risa A. Wolfson, and Introduction by: Trena L. Wilkerson
Allison W. McCulloch, Jennifer N. Lovett, Lara K. Dick, and Charity Cayton
The authors discuss digital equity from the perspective of using math action technologies to position all students as mathematics explorers.
Steve Ingrassia and Molly Rawding
Problems to Ponder provides 28 varying, classroom-ready mathematics problems that collectively span PK–12, arranged in the order of the grade level. Answers to the problems are available online. Individuals are encouraged to submit a problem or a collection of problems directly to email@example.com. If published, the authors of problems will be acknowledged.
This piece is a rumination on flow, pattern, and edges/transitions, focusing on polynomials of odd degree and overlaying/underlaying the flow of the graphical structure with a rainbow to suggest the central importance of queer visibility in mathematics.
Min Wang, Candace Walkington, and Koshi Dhingra
An example of an after-school club activity gives educators some tools and suggestions to implement such an approach in their schools.
Blake E. Peterson and Introduction by: Jennifer Outzs
From the Archives highlights articles from NCTM’s legacy journals, as chosen by leaders in mathematics education.
Kathryn Lavin Brave, Mary McMullen, and Cecile Martin
The application of exact terminology benefits students when forming and supporting mathematical arguments virtually.