We introduce the Into Math Graph tool, which students use to graph how “into" mathematics they are over time. Using this tool can help teachers foster conversations with students and design experiences that focus on engagement from the student’s perspective.
Browse
Amanda K. Riske, Catherine E. Cullicott, Amanda Mohammad Mirzaei, Amanda Jansen, and James Middleton
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.
Sarah Brand, Hyunyi Jung, Ashley Dorlack, and Samuel Gailliot
Five teacher discussion strategies and outcomes of students’ responses to each are illustrated with examples.
Angela Just and Jennifer D. Cribbs
The authors outline the importance of using variety when teaching mathematics.
Micah S. Stohlmann
An escape room can be a great way for students to apply and practice mathematics they have learned. This article describes the development and implementation of a mathematical escape room with important principles to incorporate in escape rooms to help students persevere in problem solving.
Julie M. Amador, David Glassmeyer, and Aaron Brakoniecki
This article provides a framework for integrating professional noticing into teachers' practice as a means to support instructional decisions. An illustrative example is included based on actual use with secondary students.
Travis Lemon
NCTM has provided rich resources through the publication of practitioner journals for decades and is now leading the way once again with a digital first dynamic publication focused on the learning and teaching of mathematics. This is a rich opportunity for teachers to engage, to learn and to go.
Patrick Sullivan
Is the “Last Banana” game fair? Engaging in this exploration provides students with the mathematical power to answer the question and the mathematical opportunity to explore important statistical ideas. Students engage in simulations to calculate experimental probabilities and confirm those results by examining theoretical probabilities
Jessica T. Ivy, Sarah B. Bush, and Barbara J. Dougherty
To promote reversibility and strengthen number sense, we created an engaging and novel rational number exploration, which promoted flexible and reflective thinking. A class of fifth-grade students took an active role in a collaborative learning task, discussed their strategies, revisited the task, and reflected on their self-constructed generalizations.
