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Mindy Kalchman

Process-oriented, question-asking techniques provide a framework for approaching modern challenges, including modality pivots and student agency.

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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.

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Courtney K. Baker, Terrie M. Galanti, Kimberly Morrow-Leong, and Tammy Kraft

The Teaching for Robust Understanding framework facilitates online collaborative problem solving with digital interactive notebooks that position all students as doers of mathematics.

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Rachel Lambert

In this article, I propose a mathematical version of Universal Design for Learning called UDL Math. I describe three classrooms that include students with disabilities in meaningful mathematics and explore how the teachers create access through multiple means of engagement, representation, and strategic action.

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Amanda K. Riske, Catherine E. Cullicott, Amanda Mohammad Mirzaei, Amanda Jansen, and James Middleton

We introduce the Into Math Graph tool, which students use to graph how “into" mathematics they are over time. Using this tool can help teachers foster conversations with students and design experiences that focus on engagement from the student’s perspective.

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Jo Boaler, Tanya LaMar, and Cathy Williams

I (JB) received a message recently that piqued my curiosity—Steve Levitt, a University of Chicago economist, famous for his book Freakonomics, wanted to talk with me. Because my contacts usually come from the world of mathematics and education, I wondered what it was that Steve wanted to discuss. What I did not know at the time was that phone call would be the start of one of the most exciting new initiatives I have encountered in my work in education, which has the potential to significantly change the mathematics we teach in classrooms. Steve became interested in

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Paul Naanou and Sam Rhodes

Students grapple with the problem of finding the volume of two different folds of a traditional Levantine dessert using either geometry or calculus.

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LouAnn H. Lovin

Moving beyond memorization of probability rules, the area model can be useful in making some significant ideas in probability more apparent to students. In particular, area models can help students understand when and why they multiply probabilities and when and why they add probabilities.

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Tracy E. Dobie and Miriam Gamoran Sherin

Language is key to how we understand and describe mathematics teaching and learning. Learning new terms can help us reflect on our practice and grow as teachers, yet may require us to be intentional about where and how we look for opportunities to expand our lexicons.

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Zachary A. Stepp

“It's a YouTube World” (Schaffhauser, 2017), and educators are using digital tools to enhance student learning now more than ever before. The research question scholars need to explore is “what makes an effective instructional video?”.