Members of the Editorial Panel spotlight articles from the twenty-three-year history of MTMS. In this offering, the takeaway is the importance of supporting productive struggle using cognitively demanding tasks.
In 1989 the National Council of Teachers of Mathematics (NCTM) launched the standards-based education movement with the release of Curriculum and Evaluation Standards for School Mathematics (NCTM 1989). Subsequent publications built on this foundation by further detailing the mathematics content of student learning (NCTM 2000, 2006; CCSSI 2010). We have learned, however, that more is needed than content standards if we are to realize the goal of high levels of mathematical understanding by each and every student. For that reason, NCTM formed a writing team in 2012 to envision and develop a document that could guide mathematics education into the future. I served as one of three lead writers on this team. After several revisions, including feedback on a public review draft, our work resulted in the publication of Principles to Actions: Ensuring Mathematical Success for All (NCTM 2014). In this article, I provide some background on Principles to Actions, reflect on its initial impact, and suggest next steps for our professional work toward ambitious teaching of mathematics.
A shared responsibility for teachers of all grades can empower every student as a capable lifelong learner and confident doer of mathematics.
In its fourth year of publication, Teaching Children Mathematics (TCM) serves as a forum for discourse on mathematics teaching and learning in prekindergarten through sixth grade.
DeAnn M. Huinker
Ryan, a fourth-grade student, was always the first to complete any basic-fact drill with 100 percent accuracy, but Ryan was also the most fru strated student in the class when he attempted to solve word problems. He merely picked out the numbers and guessed at which operation to use. Ryan had memorized his basic facts, but had little conceptual understanding of the operations and their applications.
The development of number concepts is a major emphasis of mathematics instruction with young children. This development includes acquiring an understanding of number, ways of representing numbers, and number relationships (NCTM 2000). Using calculators as learning tools can empower young children with the capacity to investigate number ideas in ways that were previously inaccessible to them. The calculator expands opportunities and possibilities for young children's explorations of number.
Aaron M. Rumack and DeAnn Huinker
Capturing students' own observations before solving a problem propelled a culture of sense making by meeting needs typical of middle school learners.
Steve Leinwand, DeAnn Huinker and Daniel Brahier
This article provides an introduction to the six guiding principles for school mathematics and eight core mathematics teaching practices that appear in the new NCTM document, Principles to Actions: Ensuring Mathematical Success for All.
Daniel Brahier, Steve Leinwand and DeAnn Huinker
The National Council of Teachers of Mathematics (NCTM) launched the “standards-based” education movement in North America in 1989 with the release of Curriculum and Evaluation Standards for School Mathematics, an unprecedented action to promote systemic improvement in mathematics education. Now, twenty-five years later, the widespread adoption of the Common Core State Standards for Mathematics (CCSSM) by forty-five states provides an opportunity to reenergize and focus our commitment to significant improvement in mathematics education (CCSSI 2010).