Browse

You are looking at 1 - 10 of 81 items for :

  • Teaching and Learning Instruction x
  • Grade(s) or Audience x
  • All grades PK-12 x
  • Refine by Access: All content x
Clear All
Restricted access

Building Coherence and Progression on Sound Frameworks

Travis Lemon and Scott Hendrickson

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

Restricted access

“Reflections on High-Quality Math Instruction”

Blake E. Peterson, Douglas L. Corey, Benjamin M. Lewis, Jared Bukarau, and Introduction by: Wendy Cleaves

From the Archives highlights articles from NCTM’s legacy journals, previously discussed by the MTLT Journal Club.

Restricted access

GPS: Iterating and Partitioning

Daniel K. Siebert and Monica G. McCleod

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.

Restricted access

Mathematical Wonders and Reasons Abound in the Seasons

Maria Franshaw

Mathematics abounds in the beauty of the seasons. Where you live, work, or travel, how do you engage with and explore the wonders of math in our natural world?

Restricted access

Symbiosis: Social and Emotional Learning & Mathematics Learning

Ruthmae Sears, Jennifer Bay-Williams, James C. Willingham, and Amanda Cullen

Social and Emotional Learning and the Standards for Mathematical Practice have a mutually beneficial relationship and develop mathematically proficient and confident students.

Restricted access

Math Chat Opportunities Abound!

Alice Aspinall

This article describes how fortuitous mathematical moments should be noticed, encouraged, embraced, and capitalized upon.

Restricted access

Learning Trajectories for Vertical Coherence

Jere Confrey, Meetal Shah, and Alan Maloney

Three learning trajectories and their connections show how to promote vertical coherence in PK–12 mathematics education.

Restricted access

Student Engagement with the “Into Math Graph" Tool

Amanda K. Riske, Catherine E. Cullicott, Amanda Mohammad Mirzaei, Amanda Jansen, and James Middleton

We introduce the Into Math Graph tool, which students use to graph how “into" mathematics they are over time. Using this tool can help teachers foster conversations with students and design experiences that focus on engagement from the student’s perspective.

Restricted access

Supporting Preservice Teachers’ Growth in Eliciting and Using Evidence of Student Thinking: Show-Me Narrative

Esther M. H. Billings and Barbara A. Swartz

Restricted access

Growing TTULPs through Your Lessons

Jonathan D. Bostic, Brooks Vostal, and Timothy Folger

All students have strengths that can be leveraged through universally designed instruction.