Browse

You are looking at 1 - 10 of 59 items for :

  • Linking Research and Practice x
  • Professional Development / Teacher Training x
  • Refine by Access: All content x
Clear All
Restricted access

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.

Restricted access

Ken Keech, Betty Routhouska, and Nicole L. Fonger

Two high school algebra teachers and their students focused on examining population trends affected by the creation of a highway though a thriving African American community.

Restricted access

Katherine Baker, Scott A. Morrison, and Mirella F. Cisneros Perez

Integrating mathematics and nature offers students benefits for physical and mental health and enriches their learning.

Restricted access

Laurie H. Rubel and Introduction by: Jennifer M. Bay-Williams

From the Archives highlights articles from NCTM’s legacy journals, previously discussed by the MTLT Journal Club.

Restricted access

Emily Adams

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

Amber G. Candela and Melissa Boston

In this article we detail a research study using the Instructional Quality Assessment (IQA) Rubrics () as the frame for a professional development with mathematics teachers in grades 3-8. We wanted to create a professional development around a tool that was typically used in research as a way to observe teachers, as a tool to use with teachers on their reflection of instruction. In this study we share both the researchers’ and teachers’ perspectives of affordances and constraints of the professional development and observational rubrics.

Restricted access

Chunlian Jiang and Eunmi Joung

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

Kaycie Maddox

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

Elizabeth G. Arnold, Elizabeth A. Burroughs, Mary Alice Carlson, Elizabeth W. Fulton, and Megan H. Wickstrom

Ear to the Ground features voices from several corners of the mathematics education world.

Restricted access

Madelyn W. Colonnese

A teacher implements this type of personal prose in the classroom to help students make sense of fractions and communicate ideas.