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Rob Wieman, Lindsay Freedman, Paul Albright, Deb Nolen, and Jessica Onda

Four teachers and a teacher educator move from guided notes to strings in a series of problems that support students in increased engagement, reasoning, sense making, and problem solving.

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Emiliano Gómez, Risa A. Wolfson, and Introduction by: Trena L. Wilkerson

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Allison W. McCulloch, Jennifer N. Lovett, Lara K. Dick, and Charity Cayton

The authors discuss digital equity from the perspective of using math action technologies to position all students as mathematics explorers.

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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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Nina G. Bailey, Demet Yalman Ozen, Jennifer N. Lovett, Allison W. McCulloch, and Charity Cayton

Three different technological activities to explore parameters of quadratic functions each has its own pros and cons.

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Rachel B. Snider

Examples are an essential part of mathematics teaching and learning, used on a daily basis to teach and practice content. Yet, selecting good examples for teaching is complex and challenging. This article presents ideas to consider when selecting examples, drawn from a research study with algebra 2 teachers.

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Excerpts from discussion threads on the online MyNCTM community.

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Edward C. Nolan

This article describes the nature and benefits of involvement with NCTM Conferences as a contributor to individual and collegial professional growth.

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Nina G. Bailey, Samuel D. Reed, Kristen Fye, Allison W. McCulloch,, and Jennifer N. Lovett

Dynamic representations situated within a “Which One Doesn’t Belong?” routine can extend students’ exploration of functions and can enable a focus on the variant and invariant characteristics of mathematical objects.