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Jo Boaler

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.

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Shiv Karunakaran, Ben Freeburn, Nursen Konuk, and Fran Arbaugh

Preservice mathematics teachers are entrusted with developing their future students' interest in and ability to do mathematics effectively. Various policy documents place an importance on being able to reason about and prove mathematical claims. However, it is not enough for these preservice teachers, and their future students, to have a narrow focus on only one type of proof (demonstration proof), as opposed to other forms of proof, such as generic example proofs or pictorial proofs. This article examines the effectiveness of a course on reasoning and proving on preservice teachers' awareness of and abilities to recognize and construct generic example proofs. The findings support assertions that such a course can and does change preservice teachers' capability with generic example proofs.

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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.

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Robinson Marlene

What is a teacher leader? Teaching Children Mathematics (TCM) posed this question, inviting authors to share their ideas in our 2013 Focus Issue, “Developing and Empowering Teacher Leaders.” The responses provide our readers with a rich, varied collection of personal experiences and accomplishments describing the impact that mathematics teacher leaders have on teachers, students, and school communities.

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Patricia F. Campbell and Nathaniel N. Malkus

A three-year study found that those responsible for coaching math teachers positively affected student academic progress in grades 3, 4, and 5. Read why this effect took time to emerge.

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Sheryl L. Stump

Elementary and middle school teachers in a graduate class learned to use the PRIME Leadership Framework to focus on established principles, engaging with their colleagues, and specific tasks and challenges that math coaches face.

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Andrew Tyminski, Corey Drake, and Tonia Land

Despite the prevalence of mathematics curriculum materials in elementary classrooms, most current mathematics methods texts provide little or no support for preservice teachers (PSTs) learning to use curriculum materials. To meet this need, we have designed and studied several modules intended to provide PSTs with opportunities to learn about and from the use of curriculum materials. This article describes our research related to 1 of these modules–Addition Starter Sentences. Our results examine the nature of PSTs' developing content knowledge and pedagogical content knowledge, evidenced through their interactions with and reflections on Standards-based curriculum materials. We conclude with implications for mathematics teacher education research and practice.

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Penny Cataldo

In addition to differentiating and developing curriculum, this teacher's transition to coaching in an early childhood setting involves a complex blend of mentoring teachers, teaching students, and discovering resources.

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M. Lynn Breyfogle

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. This month, the chair of the TCM Editorial Panel welcomes readers to a new academic year; and the Coaches' Corner suggests ways for math specialists to intrinsically motivate teachers.

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Matthew Larson and Steven Leinwand

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.