Teaching transparently about the process and goals can support students as they make and support mathematical claims.
Jerilynn Lepak and Taren Going
Design projects to encourage your students’ self-efficacy and motivate mathematics learning by helping them apply their prior knowledge from real-world experiences.
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.
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.
Kathryn Lavin Brave, Mary McMullen, and Cecile Martin
The application of exact terminology benefits students when forming and supporting mathematical arguments virtually.
Steve Ingrassia and Molly Rawding
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 email@example.com. If published, the authors of problems will be acknowledged.
Rachel Wiemken, Russasmita Sri Padmi, and Gabriel Matney
Teachers from two countries designed a model-eliciting activity about the global issue of wind energy. They share teaching and student outcomes from a cross-border engagement in the task with students from Indonesia and the United States through synchronous video conference.
Kathryn O’Connor, Emma Dearborne, and Tutita M. Casa
A version of math workshop centrally positions students to inquire mathematically.
Amanda L. Cullen, Carrie A. Lawton, Crystal S. Patterson, and Craig J. Cullen
In this lesson, third graders were asked how many degrees is a full rotation around a circle. After we gave students time and space to disagree, to make and test conjectures, and to explore, they reasoned about angle as turn and determined a full rotation is 360 degrees.