This article describes how fortuitous mathematical moments should be noticed, encouraged, embraced, and capitalized upon.
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Douglas H. Clements, Shannon S. Guss, and Julie Sarama
Learning trajectories help teachers challenge children at just the right level for their best learning.
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.
S. Asli Özgün-Koca and Monica G. McLeod
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.
Vincent Urbanowski
Inspired by epidemic curves, this class developed a spreadsheet model of an epidemic to compare outcomes with and without protective measures.
Chris Harrow and Justin Gregory Johns
Problems to Ponder provides 28 varying, classroom-ready mathematics problems that collectively span PK–12, arranged in the order of the grade level. Answers to the problems are available online. Individuals are encouraged to submit a problem or a collection of problems directly to mtlt@nctm.org. If published, the authors of problems will be acknowledged.
Sarah A. Roberts, Zandra de Araujo, Craig Willey, and William Zahner
Enacting these considerations supports integrated thinking about how to attend to both mathematics content and language development.
Carybeth Hobbs
This article describes how fortuitous mathematical moments should be noticed, encouraged, embraced, and capitalized upon.
Luz A. Maldonado Rodríguez, Naomi Jessup, Marrielle Myers, Nicole Louie, and Theodore Chao
Elementary mathematics teacher education often draws on research-based frameworks that center children as mathematical thinkers, grounding teaching in children’s mathematical strategies and ideas and as a means to attend to equity in mathematics teaching and learning. In this conceptual article, a group of critical mathematics teacher educators of color reflect on the boundaries of Cognitively Guided Instruction (CGI) as a research-based mathematical instructional framework advancing equity through a sociopolitical perspective of mathematics instruction connected to race, power, and identity. We specifically discuss CGI along the dominant and critical approaches to equity outlined by , ) framework. We present strategies used to extend our work with CGI and call for the field to continue critical conversations of examining mathematical instructional frameworks as we center equity and criticality.
Chunlian Jiang and Eunmi Joung
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.
