Our Students and Their Mathematical Ideas |

In this blog post, Zachary Champagne discusses his fundamental belief that every student who walks into our classrooms has important mathematical ideas. |

Mathematics Learning Goals Serve as a Guide |

In this follow-up post, Victoria Bill and Laurie Speranzo share how writing mathematical learning goals have helped them make student math talk more productive. |

Using Talk to Make Sense of Mathematics |

Encouraging students to talk about mathematics opens opportunities for teachers to learn about their students’ thinking and mathematical reasoning. |

Sometimes, We Need to Give Them Less |

In this blog post, Zachary Champagne challenges teachers to
consider whether our efforts to “be helpful” actually impede students stretching
their ability to reason mathematically and make sense of problems. |

How Might Our Beliefs Impact Our Identity as Mathematics Educators? Part 2 |

In this two-part
series, the authors explore whether we base our instructional practices on what
we believe as professional mathematics educators or we simply perpetuate practices
that we experienced as students. |

How Might Our Beliefs Impact Our Identity as Mathematics Educators? Part 1 |

In this two-part series, the authors explore whether we base our
instructional practices on what we believe as professional mathematics
educators or we simply perpetuate practices that we experienced as students. |

Analyzing and Designing Story Problems That Matter |

Carefully selecting or creating problems
posed to students is an important responsibility because they can influence
students’ experiences with mathematics. |

Number Choice Matters |

This is the third and final blog post in a
series that examines various characteristics of word problems. |

Sex, Lies, and Word Problems |

In the
previous post, we explored the pros and cons of using food as a context in
school mathematics word problems. In this post, we will explore what sex,
sexuality, and gender have to do with mathematics teaching and learning. |

Consider the Context |

This
is the first in a new series of blog posts. The focus of the series is on
analyzing and designing tasks as well as rich problem-solving contexts that are
valuable for our students. |

“This is easy”: The little phrase that causes big problems |

Tracy J. Zager has adapted this posting from her
2017 book, *Becoming the Math Teacher You Wish You’d Had:** Ideas and Strategies from Vibrant Classrooms* (Stenhouse
Publishers, Portland, Maine). |

Watching Classroom Video Productively, Part 2 |

This
two-part blog series is a follow-up to “Supporting
Excellent Teaching of Common Core Content and Practices with Video Clubs” by Meg S. Bates, Cheryl G. Moran, and
Lena Phalen, published in the March 2017 issue of *Teaching Children Mathematics*. |

Watching Classroom Video Productively |

By Meg S. Bates, posted February 27, 2017 — In our recent TCM article, my colleagues and I outlined how educators can facilitate effective conversations around classroom video. The question we sought to answer |

Noticing and expressing regularity in second grade—Part 2 |

This is the second of a two-part series
that explores whether second graders can develop a deep understanding of the
concept that increasing an addend by one will have the same effect on the sum. |

Noticing and expressing regularity in second grade |

Observe a classroom in this two-part vignette as
we explore whether second graders can develop a deep understanding of the
concept that increasing an addend by one will have the same effect on the sum. |