Modeling exponential growth with crochet.

# Browse

## Hyperbolic Duckies

### Sophia Wood

## Problems to Ponder

### Chris Harrow and Justin Johns

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 mtlt@nctm.org. If published, the authors of problems will be acknowledged.

## Reconsidering Mathematical Authority

### Michael D. Hicks, Jessica Pierson Bishop, Christina Koehne, and Mai Bui

Who has mathematical authority in your classroom, and what does authority look like? Find out different ways you can help students gain authority.

## Let’s Be Flexible

### Clayton Edwards and Rebecca Robichaux-Davis

## Problems to Ponder

### Chris Harrow and Justin Gregory Johns

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 mtlt@nctm.org. If published, the authors of problems will be acknowledged.

## Building Coherence and Progression on Sound Frameworks

### Travis Lemon and Scott Hendrickson

A robust framework can support teachers and their students’ learning.

## Problems to Ponder

### Chris Harrow, Justin Johns, and Hassan Lakiss

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 mtlt@nctm.org. If published, the authors of problems will be acknowledged.

## A Guide for Writing in the Mathematics Classroom

### Melissa Gunter

Asking students to write meaningfully about mathematics can be daunting! Help students learn to write with purpose.

## “Rahul is a Math Nerd” and “Mia Can Be a Drama Queen”: How Mixed-Reality Simulations Can Perpetuate Racist and Sexist Stereotypes

### Liza Bondurant and Daniel Reinholz

This article focuses on using simulations of practice in teacher education. We studied preservice teachers’ engagement with a popular simulations platform, which creates *mixed-reality simulations* of five digital avatars controlled by a single live interactor. Because simulations are only an approximation of real practice, our overarching goal was to understand how mathematical stereotypes might arise in simulated spaces. We used Discourse analysis to classify the stereotypes present and the EQUIP observation tool to understand how PTs made participation opportunities available. We found that the simulations might have perpetuated overtly racist and sexist stereotypes and that negatively stereotyped students were afforded lower-quality opportunities to participate. We discuss how to mitigate potential harm caused and offer guidance for redesigning more equitable and antiracist simulations. Our goal is to raise critical questions for our field around the use of simulations of practice.