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  • Lessons and Resources
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      • Focal Points Related Resources
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      • Focal Points Related Resources
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      • MT Highlighted Departments
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      • Standards for Grades 9-12
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        • Data Analysis and Probability
        • Problem Solving
        • Reasoning and Proof
        • Communication
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    • Higher Ed and Leaders
      • NCATE Mathematics Program Standards
      • 2009 Research Presession
      • Large-Scale Assessment Tool
        • About the Framework
        • About Large-Scale Mathematics Assessments
        • Assessment Framework
    • Title I Teachers and Schools
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    • Family Corner
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      • Starting the Year Off Right
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    • Math Here and Now
      • Benford's Law and Tax Day
        • Introduction: Benford's First Digit Law and Tax Day
        • Introduction (cont.)
        • Benford's Law and the IRS
        • The Math
        • Answers
      • Elections
        • Elections in the United States
        • Other Voting Methods
        • The Math
      • Pandemics
        • How Are Viruses Spread?
        • The Bird Flu—What is a Pandemic?
        • The History of Pandemics
        • How to Minimize the Threat of Pandemic
        • What is the Math?
    • Jobs Online
      • Be a Math Teacher
        • Why Be a Math Teacher?
        • How to Become a Math Teacher
        • How to Become a Math Teacher in Canada
        • Why Certified Math Teachers Are in Demand
        • Resources for Math Teachers
        • NCTM Student E-Membership
        • Student Sampler
      • Grants and Awards
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        • Named Funds and Honorees
        • MET Lifetime Achievement Award Recipients
        • MET Recipients in 2007
        • Tips for Writing Proposals
        • MET Grant to Affiliates
        • MET Annual Report
      • Get Involved
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      • Reflections
        • Dialogues
          • April 2002
            • What Motivates Teachers to Enter and Remain in the Profession?
            • Shareef Bacchus
            • Judith Broadwin
            • Ann Carlyle
            • Richard Caulfield
            • Cindy Chapman
            • Eddie Kilpatrick
            • Christine Oster
            • Susan Roosenraad
            • Tiffany Taylor
            • Kay Toliver
            • A Look Back—and Forward
          • November 2001
            • Performance of Asian and North American Students
            • The Singapore Story
            • Mathematics Achievement in Japan
            • Listening to the Voices from the Inside
            • Changing Winds in Japanese Math Education
            • Impact of Culture on Japanese Math Education
            • Thoughts on International Math Assessments
            • The Practice of Teaching
            • The Real Test
            • A Japanese Approach to Instruction
            • High School Calculus in the U.S. and in Japan
            • The Asian Advantage: Fact, Fiction, Fear, or Fantasy?
            • The Pressure for High Achievement in Taiwanese Education
            • High Achievement of Korean Students
            • Concrete Experiences and Understanding and Generalization
            • Chinese Math Pedagogy and Practices: What Can We Learn?
          • May / June 2001
            • Professional Development: Apple Pie or Raw Rhubarb?
            • Can I Continue to Be a Teacher?
            • Reader Reactions: In-Service Education
            • It's Not All or Nothing!
            • Growing Need for Professional Development
            • How I Spent My Teachers' Convention
            • Teaching with Technology (T) Institutes
            • Distance 'Professional Development'
            • Online Courses
            • Cornerstone of Math Reform in Memphis
            • National Board Certification
            • Bonuses for Board-Certified Teachers Do Not...
            • Reader Reactions: Our New Format
          • January 2001
            • Integrate to Make Whole?
            • The Emperor's Old Clothes
            • Isolate, Then Integrate
            • Integrated Math Using Living Metaphors
            • Reader Responses
            • An Integrated Approach for Young Students
            • Where Is the Math in Interdisciplinary Studies?
            • Integrating Literature, Mathematics, and Science
            • The Problem with Real-World Problems
            • Integrated Math for Middle School
            • Integrated Mathematics after 25 Years
            • Integrated Math and High-Stakes Testing
            • Integrated Programs
            • Integrated Math? Yes, but Teachers Need Support!
            • Integrating Mathematics and Chemistry
            • Integrated Math and the NCAA Core Course System
            • Universities and Integrated Math
          • October 2000
            • Teacher Preparation: A Never-Ending Quandary
            • Prescription for Preservice Education
            • Knowledge and the Desire to Teach
            • Math in the Middle: Are We Prepared?
            • Teacher Responses
            • Yellow Brick Road
            • New Thinking about Teachers' Math Education
            • We Think That Elementary Teachers Need ...
            • More Knowledge of How Children Learn Math
            • Elementary Math Methods Revisited
            • Enabling Future Teachers
            • Moving beyond Awareness
            • Instruction in Statistics at the K–12 Levels?
            • Teaching Math in the IB Program
          • April 2000
            • Algebra? A Gate! A Barrier! A Mystery!
          • October 1999
            • Back to the Basics or Forward to the Basics--Which Philosophy Should We Embrace?
          • May / June 1999
            • Calculators—What Is Their Place in Mathematics Classrooms?
          • April 1999
            • Who Should Determine What You Teach?---(PDF)
          • November 1998
            • Tracking—a Help or a Hindrance?
          • May / June 1998
            • This Is a Test. It Is Only a Test
            • Testing and Reform: Historical Perspective
            • Does It Help or Does It Hurt?
            • Reader Responses: High-Stakes Testing
            • Should High-Stakes Tests Drive Math Curriculum and Instruction?
            • How Do They Affect Your Teaching?
            • Testing and Student Empowerment
            • External Exams: Incentive or Enemy
            • High-Stakes Tests
            • Teacher Accountability
            • How Do Standardized Tests Affect...?
            • High-Stakes Testing
            • A Perspective from Michigan
            • Forrest Elementary Teachers Speak Out …
            • High-Stakes Tests: Should They Drive Mathematics Curriculum and Instruction?
            • A Stake through the Heart of High-Stakes Assessment
            • Comments on the Inagural Issue of Dialogues
            • Responses to questions
          • March 1998
            • Is Mathematics Necessary? Is Long Division Obsolete?
        • Resources for Canadian Mathematics Teachers
        • Illuminations
        • Figure This!
        • Student Math Notes
        • Problems
        • Lessons and Teaching

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