This article describes how fortuitous mathematical moments should be noticed, encouraged, embraced, and capitalized upon.
This manuscript describes my attitude and disposition toward mathematics at an early part in my educational career.
Amanda K. Riske, Catherine E. Cullicott, Amanda Mohammad Mirzaei, Amanda Jansen, and James Middleton
We introduce the Into Math Graph tool, which students use to graph how “into" mathematics they are over time. Using this tool can help teachers foster conversations with students and design experiences that focus on engagement from the student’s perspective.
A series of tasks encourage students to reflect on the reasonableness of their number sense and use benchmarks to refine their estimations.
Cory A. Bennett and Mick J. Morgan
Chalk Talks, a silent discussion protocol, can be used to begin developing cocreated norms. The insights gained shaped the support provided by both the teacher and students throughout the year.
M. Lynn Breyfogle
This department publishes brief news articles, announcements, and guest editorials on current mathematics education issues that stimulate the interest of TCM readers and cause them to think about an issue or consider a specific viewpoint about some aspect of mathematics education. This month, the chair of the TCM Editorial Panel welcomes readers to a new academic year; and the Coaches' Corner suggests ways for math specialists to intrinsically motivate teachers.
Andrea K. Knapp, Vetrece M. Jefferson, and Racheal Landers
Parental involvement in a math program that includes professional development for teachers can improve relationships and increase student motivation and achievement.