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Sabrina R. Goldberg

Introduce mixed-ability classes to a project exploring famous mathematicians and scientists and ignite students' math interest.

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Classroom communities should embrace individuals and foster communication; to this end, the MT Editorial Panel requests submissions on how to capitalize on the strengths that cultural, racial, and linguistic diversity bring to the classroom.

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Clayton M. Edwards

This guide to an individually paced classroom, containing suggested technology resource ideas, is meant to help students of differing ability levels succeed.

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Robert Q. Berry III and Mark W. Ellis

See how one seventh-grade teacher melds NCTM's Process Standards, CCSSM's Standards for Mathematical Practice, and multidimensional teaching to engage students.

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Emily G. Kuper and Patrick M. Kimani

Students engage in a fractions task involving 2/3 men and 3/5 women, and teachers analyze their thinking.

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Nancy S. Roberts and Mary P. Truxaw

A classroom teacher discusses ambiguities in mathematics vocabulary and strategies for ELL students in building understanding.

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Higinio Dominguez and Melissa Adams

Complement teacher noticing with student noticing to enhance the teaching and learning of estimation.

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Jason Lee O'Roark

After teaching high school mathematics in Maryland for three years, I began teaching sixth-grade mathematics in one of the best school districts in Pennsylvania (according to state test scores) and have been teaching there for the past six years. My high school teaching background led me to differentiate differently from my colleagues. I share my observations of the result of the differences in methodology and my conclusions from those observations, and I offer a plan to implement changes in the way that mathematics is taught.

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Sarah T. Lubienski, Joseph P. Robinson, Corinna C. Crane, and Colleen M. Ganley

Amid debates about the continued salience of gender in mathematics, this report summarizes an IES–funded investigation of gender–related patterns in the Early Childhood Longitudinal Study—Kindergarten Class of 1998–99 (ECLS–K). Girls' and boys' mathematics achievement, confidence, and interest were examined, along with experiences at home and school. Mathematics performance gaps favoring boys appeared soon after children began kindergarten and then widened during elementary grades. Gender differences in mathematical confidence were larger than differences in both achievement and interest. Although boys' and girls' parent–reported home experiences differed in stereotypical ways, particularly among high–SES students, such differences appeared unrelated to gender gaps in mathematics outcomes. Teacher–reported instructional practices also shed little light on gender gaps in mathematics performance; however, teachers' perceptions of girls and boys could play a role.

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Angeliki Kolovou, Marja van den Heuvel-Panhuizen, and Olaf Köller

This study investigated whether an intervention including an online game contributed to 236 Grade 6 students' performance in early algebra, that is, solving problems with covarying quantities. An exploratory quasi-experimental study was conducted with a pretest-posttest-control-group design. Students in the experimental group were asked to solve at home a number of problems by playing an online game. Although boys outperformed girls in early algebra performance on the pretest as well as on the posttest, boys and girls profited equally from the intervention. Implications of these results for educational practice are discussed.