Clayton Edwards and Rebecca Robichaux-Davis
Alison Williams and Lisa Lamb
Easy to implement, this strategy has a powerful positive impact in mathematics classrooms.
Kathryn Early, K. Elizabeth Hammonds, Brea Ratliff, Mariya Rosenhammer, and W. Gary Martin
A high-leverage strategy first discussed more than 50 years ago, wait time has many benefits for both teachers and students yet is not used to its full potential. See how it can enhance your students’ mathematical discourse.
Douglas H. Clements, Shannon S. Guss, and Julie Sarama
Learning trajectories help teachers challenge children at just the right level for their best learning.
Jody Guarino, Shelbi Cole, and Michelle Sperling
In a humanized approach to assessment, the design of the instrument itself is only a small part of the overall process.
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.
Noah Brown, Jonathan D. Bostic, Timothy Folger, Laura Folger, Tiara Hicks, and Shay Nafziger
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.
S. Leigh Nataro
Ear to the Ground features voices from several corners of the mathematics education world.
Courtney K. Baker, Terrie M. Galanti, Kimberly Morrow-Leong, and Tammy Kraft
The Teaching for Robust Understanding framework facilitates online collaborative problem solving with digital interactive notebooks that position all students as doers of mathematics.
Maria de Hoyos
To ensure that technology use benefits all students, it must be accessible with respect to cost and ease of use. Moreover, technology needs to be integrated by considering it from the perspective of the curriculum.