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Humanizing Calculus

Michelle Cirillo

The history and the mathematics used by Newton and Leibniz in their invention of calculus. The exploration of this topic is intended to show students that mathematics is a human invention. Suggestions are made to help teachers incorporate the mathematics and the history into their own lessons.

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Ten Things to Consider When Teaching Proof

Michelle Cirillo

What I wish I had known about teaching proof before I taught geometry

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Addressing Misconceptions in Secondary Geometry Proof

Michelle Cirillo and Jenifer Hummer

Use these ideas to diagnose and address common conceptual obstacles that inhibit students' success.

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Mathematical Lens: The Alhambra, Granada, Spain

Michelle Cirillo and Heather Thompson

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Contemporary Curriculum Issues: Curriculum Vision and Coherence: Adapting Curriculum to Focus on Authentic Mathematics

Michelle Cirillo, Corey Drake, and Beth Herbel-Eisenmann

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Making the Most of Going over Homework

Samuel Otten, Michelle Cirillo, and Beth A. Herbel-Eisenmann

Reconsider typical discourse strategies when discussing homework and move toward a system that promotes the Standards for Mathematical Practice.

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Contemporary Curriculum Issues: Using Curriculum to Focus on Understanding

Michelle Cirillo, Beth Herbel-Eisenmann, and Corey Drake

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From Green Book to Gradebook

Lateefah Id-Deen, Rachelle Ebanks, and Michelle Cirillo

Reflect individually and collectively on professional learning that inspires positive change in supporting Black students’ mathematical success.

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Contemporary Curriculum Issues: Using Curriculum to Build on Children's Thinking

Corey Drake, Michelle Cirillo, and Beth Herbel-Eisenmann

“Effective mathematics teaching requires understanding what students know and need to learn and then challenging and supporting them to learn it well” (The Teaching Principle, NCTM 2000, p. 16).

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(Developing) Teacher Discourse Moves: A Framework for Professional Development*

Beth A. Herbel-Eisenmann, Michael D. Steele, and Michelle Cirillo

We describe our ongoing efforts to design materials for supporting secondary mathematics teachers in using a set of Teacher Discourse Moves purposefully in order to develop classroom discourse that is both productive and powerful for students' learning. We focus on secondary mathematics classroom discourse because mathematical language and meanings get increasingly complex beginning in middle school, and most discourse-related work in mathematics education has focused on elementary school classrooms. We make explicit both the concepts we use and the translation of these theoretical concepts into ideas useful for practice. This article contributes to ongoing discussions about making visible the work of developing research-based professional development materials.