Browse

You are looking at 1 - 10 of 320 items for :

  • Teaching and Learning Instruction x
  • Other Topic x
  • Grade(s) or Audience x
  • Refine by Access: All content x
Clear All
Restricted access

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

Sarah Quebec Fuentes

Learn about strategies and tools to examine and improve your practice with respect to fostering equitable small-group, student-to-student discourse.

Restricted access

Audrey Callahan

This department provides a space for current and past PK–12 teachers of mathematics to connect with other teachers of mathematics through their stories that lend personal and professional support.

Restricted access

Travis Lemon

We can be catalysts for change in mathematics classrooms. One example shared, hopefully many more are inspired by these words.

Restricted access

Nasim Chenari

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

Restricted access

Deanna Pecaski McLennan

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

Restricted access

Katherine Baker, Scott A. Morrison, and Mirella F. Cisneros Perez

Integrating mathematics and nature offers students benefits for physical and mental health and enriches their learning.

Restricted access

Emily Adams

This department provides a space for current and past PK–12 teachers of mathematics to connect with other teachers of mathematics through their stories that lend personal and professional support.

Restricted access

Amber G. Candela and Melissa Boston

In this article we detail a research study using the Instructional Quality Assessment (IQA) Rubrics () as the frame for a professional development with mathematics teachers in grades 3-8. We wanted to create a professional development around a tool that was typically used in research as a way to observe teachers, as a tool to use with teachers on their reflection of instruction. In this study we share both the researchers’ and teachers’ perspectives of affordances and constraints of the professional development and observational rubrics.

Restricted access

Alice Aspinall

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