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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.

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Steve Ingrassia and Molly Rawding

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.

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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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Rocco Magaletto

How would students feel when learning through the use of mathematical modeling? On investigation, this article reveals that students felt better prepared for assessments, learned valuable life skills, and saw the relevance of mathematics to their lives outside of the classroom.

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Christine Taylor and Jean S. Lee

We implemented a STEM task that highlights the engineering cycle and engages students in productive struggle. Students problem solved in productive ways and saw tangible benefits of revising their work to achieve mathematical goals.

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May 2020 For the Love of Mathematics Jokes

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Sandra M. Linder and Amanda Bennett

This article presents examples of how early childhood educators (prek-2nd grade) might use their daily read alouds as a vehicle for increasing mathematical talk and mathematical connections for their students.

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Dan D. Meyer

Students use computers outside and inside of math classes and they enjoy them immeasurably more outside of math class. That's because, outside of class, they use their computers in ways that are creative and social. The same can and must be true about computers inside of math class.

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Chiu Hwang

This article describes physical activities and modeling process through which–exponential patterns are understood and felt.