Lisa L. Poling, Nirmala Naresh, and Tracy Goodson-Espy
The authors explore how one teacher uses play and enacts the Effective Teaching Practices as a way to increase student engagement and autonomy and to meet learning goals when teaching mathematics with interactive simulations.
Nesrin Cengiz and Margaret Rathouz
A framework using contexts, language, and representations can support middle school students’ justifications.
Dongjo Shin, Ryan C. Smith, and Somin Kim
Use a framework to evaluate a tool: Is it mathematically sound? Does it offer opportunities for student engagement with little distraction? Will it afford students the chance to develop their own ideas?
Andrew Izsák, Sybilla Beckmann, and Torrey Kulow
This article explores teaching practices described in NCTM’s Principles to Actions: Ensuring Mathematical Success for All. Common factors, common multiples, strip diagrams, and double number lines are discussed in this, the third installment in the series.
Alessandra King
Members of the Editorial Panel spotlight articles from the twenty-three-year history of MTMS. In this offering, the takeaway is the importance of getting students to open up about their incomplete mathematical reasoning.