These evidence-based instructional strategies can lead to deeper mathematical conversations in upper elementary school classrooms.
Chepina Rumsey and Cynthia W. Langrall
found the November/December 2017 issue of Mathematics Teacher more valuable than usual in its content, in particular for its focus and attention on specific interactions between teachers and their students. I also thought that the pairings of authors (such as Fitzpatrick and Dominguez or Madden and Gonzales) was especially powerful.
Taylor R. Harrison
Can an app be an effective learning tool? The results of a study generate a list of qualities that a mathematical learning app should possess.
Michael D. Steele
This article explores facilitating meaningful mathematics discourse, one of the research-based practices described in Principles to Actions: Ensuring Mathematical Success for All. Two tools that can support teachers in strengthening their classroom discourse are discussed in this, another installment in the series.
Joanna B. Stegall and Jacquelynn A. Malloy
An algebra 1 teacher collaborated with two university researchers to develop vocabulary minilessons and peer discussions to support students in understanding and using algebraic language.
Abbe Skinner, Nicole Louie, and Evra M. Baldinger
A teacher shares her journey toward disrupting her conditioning to create more humanizing math learning experiences for her students, incorporating strategies that every educator can use.
Jerilynn Lepak and Taren Going
In an eighth-grade classroom, the authors used the Connected Math Project curriculum and three essential components of an argument implied by Driscoll (1999) to adapt mathematical tasks to elicit written arguments that go beyond recounting steps.
This department publishes brief news articles, announcements and guest editorials on current mathematics education issues that stimulate the interest of TCM readers and cause them to think about an issue or consider a specific viewpoint about some aspect of mathematics education.
Susan F. Zielinski and Michael Glazner
Help students stop making typical, persistent errors related to misconceptions about exponents, distribution, fraction simplification, and more.
A critique of FOIL provides an alternate method of multiplying polynomials.