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Mindy Kalchman

Process-oriented, question-asking techniques provide a framework for approaching modern challenges, including modality pivots and student agency.

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Jihyun Kim, Kenneth Frank, Peter Youngs, Serena Salloum, and Kristen Bieda

Teacher evaluation policies have been central to policy efforts to enhance teaching quality. At the same time, ambitious mathematics instruction has been emphasized by teacher education programs as well as by the Common Core State Standards. Drawing on observation and survey data from early-career teachers, this study examines how teachers’ perceived pressure of teacher evaluation policies shape their ambitious mathematics instruction. We found that teachers who perceived a strong pressure of teacher evaluation on their instructional practices tended to move further away from enacting ambitious mathematics instruction. Moreover, the negative association between the pressure of teacher evaluation and ambitious instruction was stronger for teachers with a high level of mathematical knowledge for teaching.

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Alexandra Martinez

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.

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Tomika R. Altman

Everyone has a story to tell, a story that provides an individual insight as to what makes you, you. It defines your uniqueness, your likes, your dislikes, your hopes, your dreams, and more. It’s that story that you are known for. It’s that story that your friends might use to introduce you so that people can get to know you better. Everyone has that story, but in terms of mathematics, what is your mathematical story? Do you remember the moment you fell in love with mathematics? Or for some individuals, when was the moment you felt that you were

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Daniel Reinholz, Estrella Johnson, Christine Andrews-Larson, Amelia Stone-Johnstone, Jessica Smith, Brooke Mullins, Nicholas Fortune, Karen Keene, and Niral Shah

This article investigates the implementation of inquiry-oriented instruction in 20 undergraduate mathematics classrooms. In contrast to conventional wisdom that active learning is good for all students, we found gendered performance differences between women and men in the inquiry classes that were not present in a noninquiry comparison sample. Through a secondary analysis of classroom videos, we linked these performance inequities to differences in women’s participation rates across classes. Thus, we provide empirical evidence that simply implementing active learning is insufficient, and that the nature of inquiry-oriented classrooms is highly consequential for improving gender equity in mathematics.

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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.

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Madelyn W. Colonnese

A teacher implements this type of personal prose in the classroom to help students make sense of fractions and communicate ideas.