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Jody Guarino, Shelbi Cole, and Michelle Sperling

In a humanized approach to assessment, the design of the instrument itself is only a small part of the overall process.

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Kaycie Maddox

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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Catherine A. Little, Sherryl Hauser, Jeffrey Corbishley, and Introduction by: Denise M. Walston

From the Archives highlights articles from NCTM’s legacy journals, as chosen by leaders in mathematics education.

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Nicholas J. Gilbertson

When students encounter unusual situations or exceptions to rules, they can become frustrated and can question their understanding of particular topics. In this article, I share some practical tips.

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Amanda Jansen

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

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Nevin Iliev and Frank D'Angelo

Enable children of all backgrounds to move beyond their current knowledge base and make culturally relevant mathematical connections.

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Sydney M. Holbert and Angela T. Barlow

To support all students in meeting the Common Core's Standards for Mathematical Practice, consider the key features of tasks without words.

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Thomas E. Hodges, Terry D. Rose, and April D. Hicks

A series of diagnostic questions helps this teacher better assess and comprehend the misconceptions of third graders who struggle with multiplication.

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Gina Gresham and Mary Little

Sit beside a fourth-grade teacher being trained to diagnose learning deficits and then develop and implement intervention strategies to help a struggling student become a successful learner.

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Teresa J. Gardner

Classroom activities can be part of an effective teaching strategy to help children whose math performance demonstrates a learning deficit.