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.
Chris Harrow and Justin Gregory Johns
Jody Guarino, Shelbi Cole, and Michelle Sperling
In a humanized approach to assessment, the design of the instrument itself is only a small part of the overall process.
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.
Catherine A. Little, Sherryl Hauser, Jeffrey Corbishley, and Introduction by: Denise M. Walston
From the Archives highlights articles from NCTM’s legacy journals, as chosen by leaders in mathematics education.
Using question 28 from the May Problems to Ponder in volume 114, the author and her seventh- and eighth-grade students launched into a discussion of creativity, linearity, piecewise, and recursive definitions of functions. This pattern to ponder provided rich mathematical opportunities for all students in my middle school classroom.
Rob Wieman, Lindsay Freedman, Paul Albright, Deb Nolen, and Jessica Onda
Four teachers and a teacher educator move from guided notes to strings in a series of problems that support students in increased engagement, reasoning, sense making, and problem solving.
Lybrya Kebreab, Sarah B. Bush, and Christa Jackson
Mathematics education can be positioned as fertile ground for societal change. This article deconstructs the complex work of supporting students’ positive mathematical identities by introducing pedagogical fluency to embody equitable beliefs and practices.
Jon R. Star, Soobin Jeon, Rebecca Comeford, Patricia Clark, Bethany Rittle-Johnson, and Kelley Durkin
CDMS is a routine that allows teachers to organize instruction around students’ mathematical discussions and multiple problem-solving methods.
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.
Deanna Pecaski McLennan
For the Love of Mathematics