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David B. Custer and Ksenija Simic-Muller

We reflect on recent presentations at the NCTM annual conference and articles in MTLT that address statistics, data modeling, and data science. We observe that such presentations and articles are increasingly common, and encourage readers to use them in their teaching and write about their own adventures with data.

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Stephanie Casey, Liza Bondurant, and Andrew Ross

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Melissa Graham, Johana Thomas Zapata, Amy Roth McDuffie, Nicole Blake, Introduction and Reflection by Angela T. Barlow, David Custer, and Clayton Edwards

Lesson study supports teachers in learning about curriculum and effective teaching practices. We discuss a district-wide lesson study process used to explore and adopt a new curriculum.

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Eric Milou and Steve Leinwand

The standard high school math curriculum is not meeting the needs of the majority of high school students and that serious consideration of rigorous alternatives is a solution whose time has come.

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Victor Mateas

How trigonometry is used and portrayed differently in mathematics and physics textbooks highlights potential sources for student struggle, constraints on our trigonometry curriculum, and lessons learned when looking across STEM disciplines.

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Audrey Callahan

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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Deanna Pecaski McLennan

Use the language of mathematics to explore diversity in kindergarten.

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Stephanie Casey and Andrew Ross

There is a lack of teacher education materials that develop equity literacy in content courses for preservice secondary mathematics teachers. In response, we created teacher education curriculum materials for introductory statistics that include an integrated focus on developing equity literacy and critical statistical literacy.

In this article, we provide an overview of our materials’ design along with a detailed look at one activity regarding racial demographics and tracking in high school STEM courses. We present evidence regarding the positive impact of these materials on the teacher candidates’ competency, value, and likelihood of applying their equity literacy and critical statistical literacy. Implications for mathematics teacher educators working to develop equity literacy together with content knowledge are discussed.

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Travis Weiland and Lisa L. Poling

The spaces we inhabit and the physical communities in which we learn all affect how we come to experience the world, construct what mathematics is to us, and develop how we teach mathematics. In this theory-to-practice article, we discuss why explicitly considering spatial ways of knowing is important in mathematics teacher education. We begin by providing theoretical arguments for the importance of considering space in mathematics education. We then present a rationale for why considering space is so important in mathematics teacher education, specifically discussing links to the practice of teaching mathematics. Examples of how to consider tasks related to spatial justice are provided to help reimagine what an mathematics teacher education task can look like.

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Marina Basu, Karen Koellner, Jennifer K. Jacobs, and Nanette Seago

This set of tasks progressively engages students in geometric proportional reasoning.