Social and Emotional Learning and the Standards for Mathematical Practice have a mutually beneficial relationship and develop mathematically proficient and confident students.
Ruthmae Sears, Jennifer Bay-Williams, James C. Willingham, and Amanda Cullen
Jere Confrey, Meetal Shah, and Alan Maloney
Three learning trajectories and their connections show how to promote vertical coherence in PK–12 mathematics education.
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.
Rachel B. Snider
Examples are an essential part of mathematics teaching and learning, used on a daily basis to teach and practice content. Yet, selecting good examples for teaching is complex and challenging. This article presents ideas to consider when selecting examples, drawn from a research study with algebra 2 teachers.
Amber G. Candela, Melissa D. Boston, and Juli K. Dixon
We discuss how discourse actions can provide students greater access to high quality mathematics. We define discourse actions as what teachers or students say or do to elicit student contributions about a mathematical idea and generate ongoing discussion around student contributions. We provide rubrics and checklists for readers to use.
research matters for teachers
Formal notions of function, which appear in middle school, are discussed in light of how teachers might complement the input-output notion with a covariation perspective.