This article includes an original artwork using geometry. Art such as this can foster understanding and appreciation of fundamental concepts across fields.
Trena L. Wilkerson
How has NCTM leadership shaped the evolution of teaching and learning mathematics? What are your expectations for NCTM leadership?
Christopher Harrow and Ms. Nurfatimah Merchant
Transferring fundamental concepts across contexts is difficult, even when deep similarities exist. This article leverages Desmos-enhanced visualizations to unify conceptual understanding of the behavior of sinusoidal function graphs through envelope curve analogies across Cartesian and polar coordinate systems.
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.
Sophia Kovalevsky's story
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.
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
Patricia F. Campbell, Masako Nishio, Toni M. Smith, Lawrence M. Clark, Darcy L. Conant, Amber H. Rust, Jill Neumayer DePiper, Toya Jones Frank, Matthew J. Griffin, and Youyoung Choi
This study of early-career teachers identified a significant relationship between upper-elementary teachers' mathematical content knowledge and their students' mathematics achievement, after controlling for student- and teacher-level characteristics. Findings provide evidence of the relevance of teacher knowledge and perceptions for teacher preparation and professional development programs.
Deann Huinker, Steven Leinwand, and Daniel Brahier
The knowledge of fractions and decimals that children develop in the elementary grades provides an essential foundation for the study of algebra and more advanced mathematics, but most teachers and students consider the topic challenging. Share your approaches to facilitating children's understanding of fractions and decimals. What classroom activities and ideas do you use to help children make sense of fractions and decimals as numbers, benchmarks, measures, quotients, or as operators? The TCM Editorial Panel invites you to share your ideas on developing K–grade 6 students' number sense for fractions and decimals. We are especially interested in manuscripts that describe ideas that have been informed by research and implementation in classrooms.
This department publishes brief news articles, announcements and guest editorials on current mathematics education issues that stimulate the interest of TCM readers and cause them to think about an issue or consider a specific viewpoint about some aspect of mathematics education.