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Bethany A. Noblitt and Brooke E. Buckley

Participants race across a university campus, completing challenging mathematical tasks that correspond to NCTM's Standards.

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Teachers are invited to share a problem with their students and submit interesting solutions to the editors for possible future inclusion in the journal.

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Na'ilah Suad Nasir and Maxine McKinney de Royston

This article explores how issues of power and identity play out in mathematical practices and offers a perspective on how we might better understand the sociopolitical nature of teaching and learning mathematics. We present data from studies of mathematics teaching and learning in out-of-school settings, offering a sociocultural, then a sociopolitical analysis (attending to race, identity, and power), noting the value of the latter. In doing so, we develop a set of theoretical tools that move us from the sociocultural to the sociopolitical in studies of mathematics teaching and learning.