This article features a third-grade multiplication exploration that integrates materials from nature and outside spaces. Teaching and learning mathematics with and in nature foster connections—mathematical, interpersonal, and with the natural world.
Katherine Baker, Scott A. Morrison, and Alyssa Herrmann
Teachers’ positioning can affect multilingual learners’ participation, identity, and mathematical success. Learn what positioning is and how to productively position multilingual learners in your classroom.
Molly Rawding and Steve Ingrassia
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 firstname.lastname@example.org. If published, the authors of problems will be acknowledged.
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.
Nicole Garcia, Meghan Shaughnessy, and D’Anna Pynes
Representing and recording student thinking in public spaces during mathematics discussions is challenging work. We share principles for recording student thinking in the moment and share an activity for improving your recording practice.
Ear to the Ground features voices from several corners of the mathematics education world.
Douglas H. Clements and Introduction by: Carol Matsumoto
From the Archives highlights articles from NCTM’s legacy journals, as chosen by leaders in mathematics education.
Jennifer Ward and Victoria Damjanovic
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.