Browse

You are looking at 1 - 10 of 50 items for :

  • Linking Research and Practice x
  • All grades PK-12 x
  • Refine by Access: All content x
Clear All
Restricted access

David B. Custer and Ksenija Simic-Muller

We reflect on recent presentations at the NCTM annual conference and articles in MTLT that address statistics, data modeling, and data science. We observe that such presentations and articles are increasingly common, and encourage readers to use them in their teaching and write about their own adventures with data.

Restricted access

Ricardo Martinez and Ji Yeong I

Ear to the Ground features voices from serveral corners of the mathematics education world.

Restricted access

Blake E. Peterson, Douglas L. Corey, Benjamin M. Lewis, Jared Bukarau, and Introduction by: Wendy Cleaves

From the Archives highlights articles from NCTM’s legacy journals, previously discussed by the MTLT Journal Club.

Restricted access

Alessandra King

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.

Restricted access

Sam Rhodes, Alesia Mickle Moldavan, Montana Smithey, and Allison DePiro

Interrogate deficit-based thinking and suggest asset-based language to develop mathematical identities, understandings, and consciousness.

Restricted access

Stephanie D. Sigmon, Kelly Q. Halpin, Damien J. Ettere, and Jennifer Suh

This article models how to plan and facilitate implementing the same task in two sixth-grade classrooms with two different learning goals using the Five Practices structure.

Restricted access

Ashley Schmidt, Treshonda Rutledge, Tandrea Fulton, and Sarah B. Bush

Do you use mathematical discussions to increase engagement in your classroom? In this Front and Center article, authors provide a discourse tool that can be used to reveal potential biases found in the implementation of the Five Practices.

Restricted access

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.

Restricted access

Ken Keech, Betty Routhouska, and Nicole L. Fonger

Two high school algebra teachers and their students focused on examining population trends affected by the creation of a highway though a thriving African American community.

Restricted access

Laurie H. Rubel and Introduction by: Jennifer M. Bay-Williams

From the Archives highlights articles from NCTM’s legacy journals, previously discussed by the MTLT Journal Club.