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.
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Surani Joshua, James Drimalla, Dru Horne, Heather Lavender, Alexandra Yon, Cameron Byerley, Hyunkyoung Yoon, and Kevin Moore
The Relative Risk Tool web app allows students to compare risks relating to COVID-19 with other more familiar risks, to make multiplicative comparisons, and to interpret them.
Alice Aspinall
This article describes how fortuitous mathematical moments should be noticed, encouraged, embraced, and capitalized upon.
Mindy Kalchman
Process-oriented, question-asking techniques provide a framework for approaching modern challenges, including modality pivots and student agency.
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.
Enrique Ortiz
This article presents an example of discovering an idea through creative play. After some trial and error, I drew a wonderful image, which I later learned was a two-dimensional view of a four-dimensional shape called tesseract.
Kate Degner
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.
Madeline Corrigan
This manuscript describes my attitude and disposition toward mathematics at an early part in my educational career.
Mollie Siegel, Cathy Sinnen, and Penny Smits
Ear to the Ground features voices from several corners of the mathematics education world.
Miranda L. Sigmon, Kavin Ming, and Daniel Herring
Disciplinary literacy involves reading, writing, speaking, listening, and thinking in the context of specific disciplines. Word sorts are a way for students to acquire and examine vital features of mathematics vocabulary as they process and organize new content-specific ideas.
