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Enrique Ortiz

This article includes an original artwork using geometry. Art such as this can foster understanding and appreciation of fundamental concepts across fields.

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Mike Naylor

This poem starts with the question in the trunk of the tree, where we imagine that we are deciding to do or not to do something. Each level represents steps in making the decision, with the top indicating a resolution in the future. Phrases wander and change direction, leading to different results. How many paths to a resolution do you see?

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Trena L. Wilkerson

How has NCTM leadership shaped the evolution of teaching and learning mathematics? What are your expectations for NCTM leadership?

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Toya Jones Frank

This article looks back at NCTM's leadership efforts with respect to equity, access, and empowerment and offers suggestions for moving the work forward.

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Christopher Harrow and Ms. Nurfatimah Merchant

Transferring fundamental concepts across contexts is difficult, even when deep similarities exist. This article leverages Desmos-enhanced visualizations to unify conceptual understanding of the behavior of sinusoidal function graphs through envelope curve analogies across Cartesian and polar coordinate systems.

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Susie Katt and Megan Korponic

This document contains the actual problems for April 2020.

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JoAnne Growney

Sophia Kovalevsky's story

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Gabriel Matney, Julia Porcella, and Shannon Gladieux

This article shares the importance of giving K-12 students opportunities to develop spatial sense. We explain how we designed Quick Blocks as an activity to engage our students in both spatial reasoning and number sense. Several examples of students thinking are shared as well as a classroom dialogue.

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Patricia F. Campbell, Masako Nishio, Toni M. Smith, Lawrence M. Clark, Darcy L. Conant, Amber H. Rust, Jill Neumayer DePiper, Toya Jones Frank, Matthew J. Griffin, and Youyoung Choi

This study of early-career teachers identified a significant relationship between upper-elementary teachers' mathematical content knowledge and their students' mathematics achievement, after controlling for student- and teacher-level characteristics. Findings provide evidence of the relevance of teacher knowledge and perceptions for teacher preparation and professional development programs.

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Lauren J. Rapacki and Dionne I. Cross Francis

Share a teacher's ultimately empowering experience of transitioning into an ill-defined, unanticipated leadership position.