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Sarah Quebec Fuentes

Learn about strategies and tools to examine and improve your practice with respect to fostering equitable small-group, student-to-student discourse.

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Amanda M. Dominguez, Marina Feldman, Dan Battey, Christelle Palpacuer Lee, and Jessica Hunsdon

Rethink family mathematics nights by drawing on an asset-based perspective in a virtual environment, centering multilingualism and community mathematics knowledge.

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Lauren R. Holden, Yi-Yin (Winnie) Ko, Devon W. Maxwell, Connor A. Goodwin, Cheng-Hsien Lee, Jennifer E. Runge, and Elizabeth B. Beeman

One-Straight-Cut-Heart activities can help teachers support students’ engagement with geometry and can deepen students’ geometric reasoning.

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Marina Basu, Karen Koellner, Jennifer K. Jacobs, and Nanette Seago

This set of tasks progressively engages students in geometric proportional reasoning.

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Robert Powers, Michelle Chamberlin, and William Dutmer

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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Katherine Baker, Scott A. Morrison, and Mirella F. Cisneros Perez

Integrating mathematics and nature offers students benefits for physical and mental health and enriches their learning.

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José N. Contreras

Sequences are an important topic—not only in mathematics but also in the mathematics curriculum. Exploring sequences related to medial triangles offers learners opportunities to solve problems involving sequences within geometric contexts. Sequences related to medial triangles are also a rich source of beautiful and interesting geometric patterns that can be discovered with the use of dynamic geometry software (DGS) such as GeoGebra or Web Sketchpad. In addition, exploring sequences with DGS allows learners to formulate and test conjectures, an important mathematical process. In this article, I describe how my students used GeoGebra and geometric reasoning to visualize, discover, formulate,

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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.

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Ruthmae Sears

As mathematics teachers, we establish several norms, expectations, rules, and daily routines that result in culture building. Hence, in my classes, I decided to center the norms and culture building around five Rs: (1) rigor, (2) relevance, (3) responsiveness, (4) relationship, and (5) responsibility. Using these five Rs provided a norm to engage in our mathematical activities and reflections and established the expectation that everyone would contribute to mathematics teaching and learning (Boyce et al. 2021). Thus, this reflection describes how articles published this year (2021) in Mathematics Teacher: Learning and Teaching PK–12 (MTLT

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Derek A. Williams, Kelly Fulton, Travis Silver, and Alec Nehring

A two-day lesson on taxicab geometry introduces high school students to a unit on proof.