Ear to the Ground features voices from several corners of the mathematics education world.
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Ways to Help Students Become Powerful Mathematical Thinkers
Alan H. Schoenfeld
Harnessing the Power of a Single-Number Number Talk
Alison Williams and Lisa Lamb
Easy to implement, this strategy has a powerful positive impact in mathematics classrooms.
Making Sense of Algebraic Expressions in Context
Isabel White, Michael Foster, and Joanne Lobato
Explore three challenges that students faced and how they made progress.
GPS: Growing Constantly: Building to Systems of Linear Equations
Michelle T. Chamberlin and Robert A. Powers
Growing Problem Solvers provides four original, related, classroom-ready mathematical tasks, one for each grade band. Together, these tasks illustrate the trajectory of learners’ growth as problem solvers across their years of school mathematics.
Fostering Quantitative Reasoning Through a Question of Fairness
Ayse Ozturk
An instructional activity positions students’ quantitative reasoning as the central mechanism of problem solving based on the notions of fairness and reasonableness.
Crack the Code
Karen Zwanch and Bridget Broome
This game teaches algebraic generalizations through differentiated play in pairs, small groups, or as a whole class and uses manipulatives to bridge numerical and algebraic thinking.
“Reflections on High-Quality Math Instruction”
Blake E. Peterson, Douglas L. Corey, Benjamin M. Lewis, Jared Bukarau, and Introduction by: Wendy Cleaves
From the Archives highlights articles from NCTM’s legacy journals, previously discussed by the MTLT Journal Club.
Delving Deeper: What Else Comes after 1 + 2 = 3?
Charles F. Marion
The simplest of prekindergarten equations, 1 + 2 = 3, is the basis for an investigation involving much of high school mathematics, including triangular numbers, arithmetic sequences, and algebraic proofs.
A Science Analogy for Understanding Mathematical Structure
Sandra J. Miles
This lesson uses the pH scale to build students’ understanding of the additive identity and inverse. It also gives suggestions for how to extend the lesson to multiplication.
Our Children Are Not Numbers
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.
