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Deanna Pecaski McLennan

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.

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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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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.

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Vincent Urbanowski

Inspired by epidemic curves, this class developed a spreadsheet model of an epidemic to compare outcomes with and without protective measures.

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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.

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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.

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Carybeth Hobbs

This article describes how fortuitous mathematical moments should be noticed, encouraged, embraced, and capitalized upon.

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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.

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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.