Mathematics

This article examine geometry teachers' perspectives regarding realistic contexts during a lesson study cycle. I ask the following. (a) What are the participants' perspectives regarding realistic contexts that elicit students' prior knowledge? (b) How are the participants' perspectives of realistic contexts related to teachers' instructional obligations? (c) How do the participants draw upon these perspectives when designing a lesson?

A Pleasure to Measure will enable you to select activities quickly, easily, and confidently to target the content that your students are ready to learn. You’ll find everything that you need in the six E’s that the authors detail for each activity—Essentials, Engage, Explore, Expect, Extend, and Enrich.

This article explores the ways in which a teacher educator uses digital technology to create a virtual field placement to blur the boundaries between a university methods course and teacher candidates' field placements.

This article explores the ways in which a teacher educator uses digital technology to create a virtual field placement to blur the boundaries between a university methods course and teacher candidates’ field placements.

A first-year algebra student’s curiosity about factorials of negative numbers became a starting point for an extended discovery lesson into territory not usually explored in secondary school mathematics.

To make sense of the Common Core State Standards mathematical practice (MP) 8, this article illustrates what “repeated reasoning” means, why looking for and expressing regularity in it is such a valuable mathematical habit of mind, and how that differs from analyzing structure (MP 7) and from finding patterns in numerical results.

Following the launch of Spotlight on Online & Blended Professional Development (PD), CADRE convened awardees representing 11 DRK-12 projects in a series of activities designed to elicit and form consensus around emerging design principles for online and blended teacher PD programs. The resulting principles are presented in a new report.

This article presents an instructional strategy called Mathematical Bet Lines that was designed to promote classroom discourse and sense-making for all students, in particular English Language Learners.

This article discusses the use of the Think Aloud strategy at the beginning of a lesson to model to students both the type of thinking that develops conceptual understanding, as well as how to share one’s thinking.

This guide delivers all the tools you need to get serious about mathematical argumentation and bring well-planned, well-constructed mathematical discourse to life in your classroom.