Browse

You are looking at 1 - 10 of 52 items for :

  • Mathematical Practices x
  • Refine by Access: All content x
Clear All
Restricted access

Richard A. Andrusiak and Antonella Perucca

Growing Problem Solvers provides four original, related, classroom-ready mathematical tasks, one for each grade band. Together, these tasks illustrate the trajectory of learners’ growth as problem solvers across their years of school mathematics.

Restricted access

Rebekah Elliott, Megan Brunner, Elyssa Stoddard, and Jenny White

The authors share a teacher-designed mathematical modeling routine geared to support teachers and to leverage opportunities for their students in learning important modeling practices and mathematical content.

Restricted access

Johnnie Wilson

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.

Restricted access

S. Asli Özgün-Koca, Kelly Hagan, Rebecca Robichaux-Davis, and Jennifer M. Bay-Williams

Growing Problem Solvers provides four original, related, classroom-ready mathematical tasks, one for each grade band. Together, these tasks illustrate the trajectory of learners’ growth as problem solvers across their years of school mathematics.

Restricted access

Molly Rawding and Steve Ingrassia

Problems to Ponder provides 28 varying, classroom-ready mathematics problems that collectively span PK–12, arranged in the order of the grade level. Answers to the problems are available online. Individuals are encouraged to submit a problem or a collection of problems directly to mtlt@nctm.org. If published, the authors of problems will be acknowledged.

Restricted access

Ruthmae Sears

Restricted access

Michael S. Meagher, Michael Todd Edwards, and S. Asli Özgün-Koca

Using technology to explore a rich task, students must reconcile discrepancies between graphical and analytic solutions. Technological reasons for the discrepancies are discussed.

Restricted access

Meghan Shaughnessy, Nicole Garcia, and Darrius D. Robinson

Using cases from early childhood, elementary, and secondary classrooms, we showcase the work that teachers do to support students in building a collective argument and critiquing an individual’s argument. We identify four areas of work central to teaching students to build and critique mathematical arguments.

Restricted access

Marina Goodman

Bridge the digital divide by teaching students a useful technological skill while enhancing mathematics instruction focused on real-life matrix applications.

Restricted access

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