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Melissa A. Gallagher, Laura Ellis, and Travis Weiland

Teachers can employ four strategies that students in K–12 already know and use in literacy to better comprehend mathematical word problems.

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Steve Ingrassia and Molly Rawding

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 mtlt@nctm.org. If published, the authors of problems will be acknowledged.

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Brian Mahaffey

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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Michael Daiga and Shannon Driskell

The two provided activities are geared for students in middle school to facilitate and deepen their understanding of the arithmetic mean. Through these activities, students analyze visual representations and use a special type of statistical thinking called transnumerative thinking.

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Daniel Chazan, Patricio Herbst, Sandra Crespo, Percival G. Matthews, and Erin K. Lichtenstein

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Hemavibushani Khodai

Ear to the Ground features voices from several corners of the mathematics education world.

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Nicole M. Joseph, Toya Jones Frank, and Taqiyyah Y. Elliott

The purpose of this commentary is to acknowledge, illuminate, and counter the noticeable silences in the investigations of mathematics education researchers who conduct equity research with Black communities and other marginalized groups. For far too long, these communities have experienced a lengthy and complicated history of structural barriers; epistemological, symbolic, and intellectual violence; dehumanization; and antiblackness in mathematics education research. We advance the Critical–Historical (CritHistory) framework, which is rooted in critical race theory (CRT) and further explicates CRT’s tenet of challenging ahistoricism. We discuss methodologies and implications, including example questions that could be posed, types and locations of archives that could be examined, and populations with whom oral histories could be conducted.

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Atara Shriki and Dorit Patkin

Success in STEM fields depends largely on robust spatial skills, in particular on the ability to perform a mental rotation. Given that this ability can be nurtured, this article includes examples of diverse relevant tasks appropriate for grades 6–8 students.