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Min Wang, Candace Walkington, and Koshi Dhingra

An example of an after-school club activity gives educators some tools and suggestions to implement such an approach in their schools.

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Deanna Pecaski McLennan

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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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Nancy Anderson

The questions that teachers ask to elicit student reasoning—often referred to as press for reasoning—help students explicate the concepts and principles that undergird their strategies. This article describes the term, addresses its benefits and challenges, and offers three routines.

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Melissa A. Gallagher, Laura Ellis, and Travis Weiland

Teachers can employ four strategies that students in K–12 already know and use in literacy to better comprehend mathematical word problems.

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Hala Ghousseini, Sarah Lord, and Aimee Cardon

Kindergartners are capable of engaging in reasoning about mathematics and justifying their thinking using several resources.

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Sarah Brand, Hyunyi Jung, Ashley Dorlack, and Samuel Gailliot

Five teacher discussion strategies and outcomes of students’ responses to each are illustrated with examples.

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Susan Ahrendt, Debra Monson, and Kathleen Cramer

Examine fourth graders’ thinking about the unit, partitioning, order, and equivalence on the number line and consider ways to orchestrate mathematical discussions through the Five Practices.

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Jenise Sexton

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

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Each month Asked & Answered highlights selected threads from the MyNCTM community. MyNCTM is an online community where NCTM members can ask questions, start and join discussions, and interact with education experts. We encourage you to join the conversation at https://my.nctm.org.