found the November/December 2017 issue of Mathematics Teacher more valuable than usual in its content, in particular for its focus and attention on specific interactions between teachers and their students. I also thought that the pairings of authors (such as Fitzpatrick and Dominguez or Madden and Gonzales) was especially powerful.
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Taylor R. Harrison
Can an app be an effective learning tool? The results of a study generate a list of qualities that a mathematical learning app should possess.
Abbe Skinner, Nicole Louie, and Evra M. Baldinger
A teacher shares her journey toward disrupting her conditioning to create more humanizing math learning experiences for her students, incorporating strategies that every educator can use.
Michael D. Steele
This article explores facilitating meaningful mathematics discourse, one of the research-based practices described in Principles to Actions: Ensuring Mathematical Success for All. Two tools that can support teachers in strengthening their classroom discourse are discussed in this, another installment in the series.
Joanna B. Stegall and Jacquelynn A. Malloy
An algebra 1 teacher collaborated with two university researchers to develop vocabulary minilessons and peer discussions to support students in understanding and using algebraic language.
Jo Boaler
This department publishes brief news articles, announcements and guest editorials on current mathematics education issues that stimulate the interest of TCM readers and cause them to think about an issue or consider a specific viewpoint about some aspect of mathematics education.
Jerilynn Lepak and Taren Going
In an eighth-grade classroom, the authors used the Connected Math Project curriculum and three essential components of an argument implied by Driscoll (1999) to adapt mathematical tasks to elicit written arguments that go beyond recounting steps.
Isaac Frank
A critique of FOIL provides an alternate method of multiplying polynomials.
Susan F. Zielinski and Michael Glazner
Help students stop making typical, persistent errors related to misconceptions about exponents, distribution, fraction simplification, and more.
Orly Buchbinder, Daniel I. Chazan, and Michelle Capozzoli
Many research studies have sought to explain why NCTM's vision for mathematics classrooms has not had greater impact on everyday instruction, with teacher beliefs often identified as an explanatory variable. Using instructional exchanges as a theoretical construct, this study explores the influence of teachers' institutional positions on the solving of equations in algebra classrooms. The experimental design uses surveys with embedded rich-media representations of classroom interaction to surface how teachers appraise correct solutions to linear equations where some solutions follow suggested textbook procedures for solving linear equations and others do not. This paper illustrates the feasibility of studying teaching with rich-media surveys and suggests new ways to support changes in everyday mathematics teaching.
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