Instructional practices are often implemented in attempts to support multilingual learners. We discuss reasons that some of these well-intended practices may be problematic, and we share productive alternatives that we have observed in classrooms that effectively support multilingual learners.
Jere Confrey, Meetal Shah, and Alan Maloney
Three learning trajectories and their connections show how to promote vertical coherence in PK–12 mathematics education.
Elizabeth E. Peyser and Jessica Bobo
Because number lines are an integral part of mathematics after they are introduced in second grade, connecting number sense to a linear view of numbers establishes a foundation for number line use in all levels of mathematics.
Madeline Corrigan
This manuscript describes my attitude and disposition toward mathematics at an early part in my educational career.
Jennifer M. Bay-Williams
Megan Holmstrom and Chris Harrow
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.
Heidi Fee
This article shows how to empower students in their own learning by their own creation of instructional videos and assessment.
Karen Fonkert
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.
Tor Ormseth, Amtul Chaudry, Lacy Knight, and Susie Min
Ear to the Ground features voices from several corners of the mathematics education world.
