This article explores teaching practices described in NCTM's Principles to Actions: Ensuring Mathematical Success for All. Student thinking, a learning cycle, and procedural fluency are discussed in this article, which is the second installment in the series.
Scott J. Hendrickson, firstname.lastname@example.org, is a teaching professor in the mathematics education department at Brigham Young University, Provo, Utah, and a coauthor and consultant for the Mathematics Vision Project (MVP). He is interested in the professional learning of preservice and in-service teachers and in designing curriculum that supports the development of deep learning for students.
Barbara Kuehl, email@example.com, is a coauthor of the MVP curriculum and facilitates professional development for mathematics teachers around the country. She is interested in teaching and learning that builds on students' intuitive ideas, with student thinking and mathematical discourse central to building strong mathematical understanding.
Sterling Hilton, firstname.lastname@example.org, is an associate professor in the educational leadership department at Brigham Young University. He creates and provides professional development to elementary and secondary math teachers and leaders and is committed to building systemic support for improved teaching and learning of mathematics.