From the Archives highlights articles from NCTM’s legacy journals, previously discussed by the MTLT Journal Club.
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Blake E. Peterson, Douglas L. Corey, Benjamin M. Lewis, Jared Bukarau, and Introduction by: Wendy Cleaves
Daniel K. Siebert and Monica G. McCleod
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.
Michelle T. Chamberlin and Robert A. Powers
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.
Enrique Ortiz
Examine this geometric figure in light of a set of connections among fields such as architecture, geometry, science, sports, technology, and associated uses, models, and discoveries.
Chris Harrow and Justin Johns
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.
Ruthmae Sears, Jennifer Bay-Williams, James C. Willingham, and Amanda Cullen
Social and Emotional Learning and the Standards for Mathematical Practice have a mutually beneficial relationship and develop mathematically proficient and confident students.
Ruthmae Sears
This article describes how visual representations can help develop students’ reasoning and proof skills.
Justin Johns and Chris Harrow
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.
Eric Cordero-Siy and Hala Ghousseini
Three deliberate teaching practices can help students strengthen multiple connections to a unifying concept.
