In a humanized approach to assessment, the design of the instrument itself is only a small part of the overall process.
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Kaycie Maddox
This department provides a space for current and past PK–12 teachers of mathematics to connect with other teachers of mathematics through their stories that lend personal and professional support.
Catherine A. Little, Sherryl Hauser, Jeffrey Corbishley, and Introduction by: Denise M. Walston
From the Archives highlights articles from NCTM’s legacy journals, as chosen by leaders in mathematics education.
Sandra Vorensky
Design projects to encourage your students’ self-efficacy and motivate mathematics learning by helping them apply their prior knowledge from real-world experiences.
Xiaobo She and Timothy Harrington
Get familiar with this visual instructional tool to help students make sense of mathematical relationships and select suitable operations for word problems at varied grade levels.
S. Asli Özgün-Koca, Kelly Hagan, Rebecca Robichaux-Davis, and Jennifer M. Bay-Williams
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.
Allyson Hallman-Thrasher, Susanne Strachota, and Jennifer Thompson
Teachers can use a pattern task to promote and foster generalizing in the mathematics classroom, presenting opportunities to build on students’ thinking and extending ideas to new contexts.
Blake E. Peterson and Introduction by: Jennifer Outzs
From the Archives highlights articles from NCTM’s legacy journals, as chosen by leaders in mathematics education.
Kathryn Lavin Brave, Mary McMullen, and Cecile Martin
The application of exact terminology benefits students when forming and supporting mathematical arguments virtually.
Lori Burch, Erik S. Tillema, and Andrew M. Gatza
Use this approach to developing algebraic identities as a generalization of combinatorial and quantitative reasoning. Secondary school students reason about important ideas in the instructional sequence, and teachers consider newfound implications for and extensions of this generalization in secondary algebra curricula.
