In a humanized approach to assessment, the design of the instrument itself is only a small part of the overall process.
Jody Guarino, Shelbi Cole, and Michelle Sperling
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.
Catherine A. Little, Sherryl Hauser, Jeffrey Corbishley, and Introduction by: Denise M. Walston
From the Archives highlights articles from NCTM’s legacy journals, as chosen by leaders in mathematics education.
Nicholas J. Gilbertson
When students encounter unusual situations or exceptions to rules, they can become frustrated and can question their understanding of particular topics. In this article, I share some practical tips.
Ear to the Ground features voices from various corners of the mathematics education world.
Imani Masters Goffney
Postscript items are designed as rich grab-and-go resources that any teacher can quickly incorporate into his or her classroom repertoire with little effort and maximum impact. Increase mathematical confidence by creating ways for students to show they are “smart” in math through Smartness Wordles™, collections of words in graphic representation.
Holland W. Banse, Natalia A. Palacios, Eileen G. Merritt, and Sara E. Rimm-Kaufman
Eliminate obstacles to effective classroom communication with these research-tested suggestions.
Amy F. Hillen and Tad Watanabe
Conjecturing is central to the work of reasoning and proving. This task gives fourth and fifth graders a chance to make conjectures and prove (or disprove) them.
Allison B. Hintz
Teachers can foster strategy sharing by attending to the cognitive demands that students experience while talking, listening, and making mistakes.
Capitalize on student thinking to create opportunities to further their mathematical reasoning.