Any ability grouping in mathematics education is an inequitable structure that perpetuates privilege for a few and marginality for others. Ability grouping practices often occur with good intentions; we want to understand children’s learning needs and then tailor the content,
Enacting these considerations supports integrated thinking about how to attend to both mathematics content and language development.
This article describes how fortuitous mathematical moments should be noticed, encouraged, embraced, and capitalized upon.
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.
Three deliberate teaching practices can help students strengthen multiple connections to a unifying concept.
The Relative Risk Tool web app allows students to compare risks relating to COVID-19 with other more familiar risks, to make multiplicative comparisons, and to interpret them.
This article describes how fortuitous mathematical moments should be noticed, encouraged, embraced, and capitalized upon.
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.
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.
Mathematics assessments should allow all students opportunities to demonstrate their knowledge and skills as problem solvers. Looking at textbook word problems, we share a process for revising them using Universal Design for Learning.
