In this article, the author discusses strategies for creating more equitable K–12 mathematics experiences for LGBTQ+ students. Strategies range from engaging in self-education, creating LGBTQ+ inclusive classroom spaces, and adopting LGBTQ+ inclusive curriculum and queer pedagogy. The importance of considering school context while engaging in this work is also discussed.

Four-year-old children used mathematics to examine the location of and access to public playgrounds in their community. They collected and recorded data, using the information to advocate for a social justice issue.

Inspired by earlier articles on the classic drawing toy that targeted higher grade levels, the authors adopt and create activities that make Spirograph mathematics accessible to middle-grade learners.

Learning goals differ from performance goals. We elaborate on their function and importance as the guiding force behind maintaining cognitive rigor during mathematics learning.

Two teachers have students imitate verbal discussions to compose and revise their writing.

This routine benefits teachers and students while supporting students’ reasoning across mathematical domains and beyond number and operation.

We investigate different ways interactive diagrams can be used in secondary mathematics classrooms.

Two types of tasks have the potential to help second graders attend to structure and use initialmultiplicative ideas in their strategies to find the total.

The authors feature the M-Learning Framework as a way to view the effective use of mobile devices. Video cases demonstrate the three key features of the framework: (1) authenticity, (2) personalization, and (3) collaboration.

This article illustrates ways to extend Two Ways into high school mathematics content and advantages of doing so.

Creating ambiguity in task prompts can encourage students to identify unconventional pattern extensions.

Teachers can use the SCAMPER framework to help students understand and appreciate rich mathematical connections in topics such as functions. The framework facilitates critical and creative thinking by allowing students to explore concepts through open mathematics.

With these two tasks, students gain a deeper understanding of coordinate systems through creating their own.

Excerpts from discussion threads on the online MyNCTM community

This article describes the nature and benefits of involvement with NCTM Conferences as a contributor to individual and collegial professional growth.

“Best Practices” can overlook our strengths and potential. Switching to “Better Practices” helps us celebrate our current successes while pushing our practice forward.

Problems to Ponder provides 28 varying, classroom-ready mathematics problems that collectively span PK–12, arranged in the order of the grade level. Individuals are encouraged to submit a problem or a collection of problems directly to mtlt@nctm.org. If published, the authors of problems will be acknowledged.

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.

Song parodies are a fun way to engage others with mathematical topics. The challenge, of course, is finding a song and lyrics that fit just right. While teaching together in Honolulu, we stumbled across a popular song that turned out to be a math parody in disguise! You will notice that we have not changed the words, just how the words were displayed. You might want to try singing this yourself or sing along with the YouTube version: https://youtu.be/d1mqNdZ0obA. What do you notice? What do you wonder?

Ear to the Ground features voices from various corners of the mathematics education world.