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Alice Aspinall

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

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Alexandra Martinez

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.

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Rachel Wiemken, Maria Nielsen Stewart, Gabriel Matney, Timothy Folger, and Tami Matney

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.

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Jere Confrey, Meetal Shah, and Alan Maloney

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

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Madeline Corrigan

This manuscript describes my attitude and disposition toward mathematics at an early part in my educational career.

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Karen Fonkert

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.

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Joel Amidon

Ear to the Ground features voices from several corners of the mathematics education world.

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Linda L. Cooper

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.

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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.

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Esther M. H. Billings and Barbara A. Swartz

For two decades, teacher educators have called for practice-based approaches in teacher education (Ball & Cohen, 1999; Smith, 2001) as a way to better prepare preservice teachers (PSTs), where practice is “a site for inquiry, in order to center professional learning in practice" (Ball & Cohen, 1999, p. 19) and the goal is to prepare teachers “skilled at teaching, not just studying and analyzing schools and classrooms" (Forzani, 2014). Instead of coursework on learning about teaching practices, this approach integrates theoretical and practical knowledge, immerses PSTs in the work of