The authors describe a fourth-grade lesson that promotes understanding of angle as a dynamic figure through use of a real-world tool used by physical therapists to measure joint motion.
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Gina M. Borgioli and Introduction by: Krystal Jones Carter
From the Archives highlights articles from NCTM’s legacy journals, previously discussed by the MTLT Journal Club.
Francis Su
Ear to the Ground features voices from serveral corners of the mathematics education world.
Robert Powers, Michelle Chamberlin, and William Dutmer
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.
Nasim Chenari
This article describes how fortuitous mathematical moments should be noticed, encouraged, embraced, and capitalized upon.
Tutita M. Casa, Cindy M. Gilson, Micah N. Bruce-Davis, E. Jean Gubbins, Stacy M. Hayden, and Elizabeth J. Canavan
Learn how to identify, adapt, and create writing prompts to capitalize on the insights you gain about each of your student’s thinking.
Ken Keech, Betty Routhouska, and Nicole L. Fonger
Two high school algebra teachers and their students focused on examining population trends affected by the creation of a highway though a thriving African American community.
Megan Holmstrom and Zachary Sweet
Problems to Ponder provides 28 varying, classroom-ready mathematics problems that collectively span PK–12, arranged in the order of the grade level. Answers to the problems are available online. Individuals are encouraged to submit a problem or a collection of problems directly to mtlt@nctm.org. If published, the authors of problems will be acknowledged.
Carrie Plank and Sarah Roller Dyess
Use these three strategies to support student perseverance and discourse about context.
Amanda L. Cullen
Any ability grouping in mathematics education is an inequitable structure that perpetuates privilege for a few and marginality for others. Ability grouping practices often occur with good intentions; we want to understand children’s learning needs and then tailor the content,
