The authors share a teacher-designed mathematical modeling routine geared to support teachers and to leverage opportunities for their students in learning important modeling practices and mathematical content.
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Rebekah Elliott, Megan Brunner, Elyssa Stoddard, and Jenny White
Rob Wieman, Lindsay Freedman, Paul Albright, Deb Nolen, and Jessica Onda
Four teachers and a teacher educator move from guided notes to strings in a series of problems that support students in increased engagement, reasoning, sense making, and problem solving.
Lybrya Kebreab, Sarah B. Bush, and Christa Jackson
Mathematics education can be positioned as fertile ground for societal change. This article deconstructs the complex work of supporting students’ positive mathematical identities by introducing pedagogical fluency to embody equitable beliefs and practices.
Jon R. Star, Soobin Jeon, Rebecca Comeford, Patricia Clark, Bethany Rittle-Johnson, and Kelley Durkin
CDMS is a routine that allows teachers to organize instruction around students’ mathematical discussions and multiple problem-solving methods.
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.
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.
Nina G. Bailey, Demet Yalman Ozen, Jennifer N. Lovett, Allison W. McCulloch, and Charity Cayton
Three different technological activities to explore parameters of quadratic functions each has its own pros and cons.
Jennifer A. Wolfe
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.
Thomas Edwards, S. Asli Özgün-Koca, and Kenneth Chelst
A quadratic equation was the basis for activities involving both concrete and technological representations.
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