Teaching students to apply structural thinking instead of automatically following procedures and algorithms can result in efficient, elegant strategies and fewer errors.
Amy Lucenta and Grace Kelemanik
This article describes how using music and the TikTok platform can help students recall mathematical definitions in a whimsical and relatable way.
The Math Learning Center Content Development Team and J. Michael Shaughnessy
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 firstname.lastname@example.org. If published, the authors of problems will be acknowledged.
WenYen (Jason) Huang
The author discusses “synthesizing" teaching practice, which encourages students to explore patterns and its underlying mathematics structure through technology.
Rebekah Elliott, Megan Brunner, Elyssa Stoddard, and Jenny White
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.
Dorothy Y. White
Use this activity to support students in working together, recognizing one another’s contributions, and leveraging their mathematical strengths to solve challenging problems.
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.
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.
S. Asli Özgün-Koca, Kelly Hagan, Rebecca Robichaux-Davis, and Jennifer M. Bay-Williams
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.
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.