Nicole M. Wessman-Enzinger
When solving temperature problems with negative integers, number sentences may be mathematically equivalent but not contextually equivalent.
Michelle Stephan and Jennifer Smith
To incorporate more classroom discussion, allow students to argue.
Beth Herbel-Eisenmann and Niral Shah
This article explores teaching practices described in NCTM’s Principles to Actions: Ensuring Mathematical Success for All. Investigating and mitigating implicit bias in questions are discussed in this article, which is another installment in the series.
Sarah B. Bush
The success of Catalyzing Change is contingent on the preparation and experiences that students bring with them to high school—which is the role of middle schools. We have the shared responsibility of providing an equitable mathematics education for each and every student.
Rebecca R. Robichaux-Davis
Members of the Editorial Panel are spotlighting articles from the twenty-three-year history of MTMS. In this offering, the takeaway is the importance of patterning tasks and their link to algebraic reasoning.