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.
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S. Asli Özgün-Koca, Kelly Hagan, Rebecca Robichaux-Davis, and Jennifer M. Bay-Williams
Allyson Hallman-Thrasher, Susanne Strachota, and Jennifer Thompson
Teachers can use a pattern task to promote and foster generalizing in the mathematics classroom, presenting opportunities to build on students’ thinking and extending ideas to new contexts.
Blake E. Peterson and Introduction by: Jennifer Outzs
From the Archives highlights articles from NCTM’s legacy journals, as chosen by leaders in mathematics education.
Kathryn Lavin Brave, Mary McMullen, and Cecile Martin
The application of exact terminology benefits students when forming and supporting mathematical arguments virtually.
Lori Burch, Erik S. Tillema, and Andrew M. Gatza
Use this approach to developing algebraic identities as a generalization of combinatorial and quantitative reasoning. Secondary school students reason about important ideas in the instructional sequence, and teachers consider newfound implications for and extensions of this generalization in secondary algebra curricula.
S. Asli Ozgun-Koca and Kelly Hagan
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.
Nina G. Bailey, Demet Yalman Ozen, Jennifer N. Lovett, Allison W. McCulloch, and Charity Cayton
Three different technological activities to explore parameters of quadratic functions each has its own pros and cons.
Tracy Manousaridis
A third-grade subtraction exploration in a learning community adds curiosity, productive struggle, discourse, engagement, and fun.
Nicholas J. Gilbertson
When students encounter unusual situations or exceptions to rules, they can become frustrated and can question their understanding of particular topics. In this article, I share some practical tips.
Thomas Edwards, S. Asli Özgün-Koca, and Kenneth Chelst
A quadratic equation was the basis for activities involving both concrete and technological representations.
