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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Jennifer M. Bay-Williams
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.
Linda L. Cooper
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.
Brandon G. McMillan and Theodore Sagun
This instructional activity gives teachers access to student thinking that can be leveraged to extend and connect their ideas.
Carolyn James, Ana Casas, and Douglas Grant
Encouraging students to justify earlier as they attempt to solve an open-ended task can lead to greater understanding and engagement.
Patterns on a Calendar
big solutions to little problems
Jo Ann Cady and Pamela J. Wells
Solutions to a previous Solve It problem are discussed, and the procedures used with problem solving are explored.
Patrick M. Kimani, Dana Olanoff, and Joanna O. Masingila
The Mathematics Teaching Practices open the door to helping students engage with meaningful mathematics.
Mathematical Explorations: A New Twist on Collaborative Learning
classroom-ready activities
Stephanie M. Butman
Research on students' learning has made it clear that learning happens through an interaction with others and through communication. In the classroom, the more students talk and discuss their ideas, the more they learn. However, within a one-hour period, it is hard to give everyone an equal opportunity to talk and share their ideas. Organizing students in groups distributes classroom talk more widely and equitably (Cohen and Lotan 1997).
