Bloghttp://www.nctm.org/rss/rssfeeds.aspx?fid=5534 Geometry Using the Game of Sethttp://www.nctm.org/Publications/Mathematics-Teacher/Blog/Geometry-Using-the-Game-of-Set/<p>The <a href="http://www.setgame.com/set" target="_blank">game of Set</a> has been around for a long time. This
activity brings to mind several questions that all lead to set theory and
combinatorics.</p>nctm@nctm.org (Customer Service)Wed, 05 Apr 2017 09:58:05 GMTFinding New Problems in Old Placeshttp://www.nctm.org/Publications/Mathematics-Teacher/Blog/Finding-New-Problems-in-Old-Places/A function table, familiar
and useful to teachers, focuses fresh attention on definitions and domain.nctm@nctm.org (Customer Service)Wed, 22 Mar 2017 12:40:06 GMTArithmetic, Meet Algebrahttp://www.nctm.org/Publications/Mathematics-Teacher/Blog/Arithmetic,-Meet-Algebra/Arithmetic can lead to an
understanding of a beautiful algebraic idea.nctm@nctm.org (Customer Service)Mon, 20 Feb 2017 10:12:36 GMTFraction Problemshttp://www.nctm.org/Publications/Mathematics-Teacher/Blog/Fraction-Problems/<p>Wrestling
with some interesting problems may help students’ fluency with fractions.</p>nctm@nctm.org (Customer Service)Mon, 13 Feb 2017 10:00:04 GMTPainted Faces and Probabilityhttp://www.nctm.org/Publications/Mathematics-Teacher/Blog/Painted-Faces-and-Probability/With
wooden cubes as manipulatives, I create problems related to pattern
recognition and probability.nctm@nctm.org (Customer Service)Mon, 30 Jan 2017 10:29:25 GMTBeyond Objectives: Access and Equityhttp://www.nctm.org/Publications/Mathematics-Teacher/Blog/Beyond-Objectives_-Access-and-Equity/<p>Marjan Hong explores questions about
teachers’ transition to a dynamic inquiry-based learning environment and how to
prepare beyond-objectives lessons.</p>nctm@nctm.org (Customer Service)Thu, 29 Dec 2016 13:05:19 GMTBeyond Objectives: High School Realityhttp://www.nctm.org/Publications/Mathematics-Teacher/Blog/Beyond-Objectives_-High-School-Reality/<p>Marjan Hong explores questions about
teachers’ transition to a dynamic inquiry-based learning environment and how to
prepare <i>beyond-objectives lessons</i>.</p><p> </p>nctm@nctm.org (Customer Service)Thu, 15 Dec 2016 10:50:02 GMTBeyond Objectives: Preparationhttp://www.nctm.org/Publications/Mathematics-Teacher/Blog/Beyond-Objectives_-Preparation/<p>Marjan Hong explores questions about
teachers’ transition to a dynamic inquiry-based learning environment and how to
prepare <i>beyond-objectives lessons</i>.</p>nctm@nctm.org (Customer Service)Fri, 02 Dec 2016 11:07:49 GMTAspects of Problem-Based Teaching: Student Conversationshttp://www.nctm.org/Publications/Mathematics-Teacher/Blog/Aspects-of-Problem-Based-Teaching_-Student-Conversations/<p>
Problem-based learning (PBL)
speaks to many of the practice standards and recommended teaching practices,
but is not as easy as it sounds. Schettino’s fourth posting looks at student conversations.
</p>nctm@nctm.org (Customer Service)Mon, 07 Nov 2016 11:31:49 GMTAspects of Problem-Based Teaching: Assessmenthttp://www.nctm.org/Publications/Mathematics-Teacher/Blog/Aspects-of-Problem-Based-Teaching_-Assessment/<p>Problem-based
learning speaks to many of the practice standards and recommended teaching
practices, but is not as easy as it sounds. Schettino’s third posting
looks at assessment.</p>nctm@nctm.org (Customer Service)Thu, 20 Oct 2016 15:35:32 GMTAspects of Problem-Based Teaching: the Need for Communityhttp://www.nctm.org/Publications/Mathematics-Teacher/Blog/Aspects-of-Problem-Based-Teaching_-the-Need-for-Community/<p>Problem-based learning speaks to
many of the practice standards and recommended teaching practices, but is not
as easy as it sounds. Schettino’s second posting looks at teachers’ need
for community.</p>nctm@nctm.org (Customer Service)Tue, 04 Oct 2016 13:57:17 GMTAspects of Problem-Based Teachinghttp://www.nctm.org/Publications/Mathematics-Teacher/Blog/Aspects-of-Problem-Based-Teaching/<p>
</p><p>Problem-based learning speaks to many of the practice standards and recommended teaching practices, but it is not as easy as it sounds.</p><p> </p>nctm@nctm.org (Customer Service)Tue, 20 Sep 2016 11:03:01 GMTUnconventional Quizzes that Liven Up My Classroomhttp://www.nctm.org/Publications/Mathematics-Teacher/Blog/Unconventional-Quizzes-that-Liven-Up-My-Classroom/<p>Math quizzes
can be engaging, affirming, and even fun! These quizzes are collaborative (group work),
formative (identifies what still needs work), or full information (students
have complete prior knowledge of the questions). These quizzes can boost
self-confidence, reward persistence, and encourage a growth mindset.</p>nctm@nctm.org (Customer Service)Wed, 07 Sep 2016 11:01:31 GMTBlog Post 3: Collecting Daily Grades and Feedback with Google Formshttp://www.nctm.org/Publications/Mathematics-Teacher/Blog/Blog-Post-3_-Collecting-Daily-Grades-and-Feedback-with-Google-Forms/<p>Do you spend too much time gathering,
entering, and sharing homework grades? Would you like an easy way to see which
homework problems were confusing to your students and gather their questions? My
solution? Google forms!</p>nctm@nctm.org (Customer Service)Mon, 22 Aug 2016 14:40:30 GMTGrading Homework for Accuracy or Completion? Yes!http://www.nctm.org/Publications/Mathematics-Teacher/Blog/Grading-Homework-for-Accuracy-or-Completion_-Yes!/This
system is a solution to the common dilemma of how to grade homework: for
completion or accuracy.nctm@nctm.org (Customer Service)Wed, 10 Aug 2016 11:19:00 GMT10,000 Kicks: Practice in the Mathematics Classroomhttp://www.nctm.org/Publications/Mathematics-Teacher/Blog/10,000-Kicks_-Practice-in-the-Mathematics-Classroom/<p>I teach math, and I give my students worksheets. In a way,
it feels like confessing a sin to say it. Modern edu-culture frowns on the
worksheet for its inability to engage students and its inauthentic,
out-of-context existence. And yet, teachers I know give their students
worksheets. Why? I point to three reasons. </p>nctm@nctm.org (Customer Service)Fri, 15 Jul 2016 12:10:51 GMTTechnology for Learning, not for Technology’s Sake: Toolbelt Theory and the SAMR Modelhttp://www.nctm.org/Publications/Mathematics-Teacher/Blog/Technology-for-Learning,-not-for-Technology_s-Sake_-Toolbelt-Theory-and-the-SAMR-Model/<p>Toolbelt Theory and SAMR, two of the
foundational ideas for my district’s Educational Technology Plan, will guide
the integration of technology into our schools over the course of the next few
years. I have worked on developing both concepts in a tangible way in my
classroom recently. </p>nctm@nctm.org (Customer Service)Thu, 30 Jun 2016 14:15:37 GMTDonuts, Submarines, Airplanes, and Trumpetshttp://www.nctm.org/Publications/Mathematics-Teacher/Blog/Donuts,-Submarines,-Airplanes,-and-Trumpets/<p>The study of volumes in calculus is ripe with potential for students to find joy
and inspiration in a math setting through building and hands-on learning. Here
are a couple of the ways I have created fun opportunities for students to
apply calculus during our study of volumes over the years. </p>nctm@nctm.org (Customer Service)Fri, 17 Jun 2016 14:19:02 GMTThe Gini Index: An Economic Application of the Area Bound by Two Curveshttp://www.nctm.org/Publications/Mathematics-Teacher/Blog/The-Gini-Index_-An-Economic-Application-of-the-Area-Bound-by-Two-Curves/Students
in a calculus class are not expecting to engage in a discussion on the causes of
the 1929 stock market crash. So I like to begin my class on applying the area
bound by two curves by facilitating that very discussion.
<p><br/></p>nctm@nctm.org (Customer Service)Wed, 01 Jun 2016 11:51:22 GMTTrigonometry Miniature Golfhttp://www.nctm.org/Publications/Mathematics-Teacher/Blog/Trigonometry-Miniature-Golf/<p>By Tim Hickey, posted May 23, 2016 — Cutting wood with a band saw is just
plain fun. I have not found a trigonometry student yet who disagrees. This is
one of the reasons that I have built the Trigonometry Miniature Golf project
into my Trigonometry curriculum. </p>nctm@nctm.org (Customer Service)Thu, 19 May 2016 16:39:27 GMTThe Evolution of the Coffee Cup Problemhttp://www.nctm.org/Publications/Mathematics-Teacher/Blog/The-Evolution-of-the-Coffee-Cup-Problem/<p>By Tim Hickey, posted May 9,
2016 — Find the radius of a right circular cylinder with a volume
of 100 cubic milliliters and a minimum surface area. Bored yet? I’ll bet many
of my students were not terribly inspired by this problem during my first year
of teaching calculus. For a math purist, the problem is interesting enough. But for teenagers trying to figure out why they
are learning applications of derivatives, the problem is lacking. </p>nctm@nctm.org (Customer Service)Tue, 03 May 2016 13:10:39 GMTMATH AND EMPATHYhttp://www.nctm.org/Publications/Mathematics-Teacher/Blog/MATH-AND-EMPATHY/By Kasi Allen, posted April 25, 2016 – We live in times of polarizednctm@nctm.org (Customer Service)Fri, 22 Apr 2016 12:16:12 GMTPassion for Mathhttp://www.nctm.org/Publications/Mathematics-Teacher/Blog/Passion-for-Math/By Kasi Allen, posted April 11, 2016 — Whennctm@nctm.org (Customer Service)Mon, 04 Apr 2016 17:03:43 GMTTaking Risks—for Learning’s Sakehttp://www.nctm.org/Publications/Mathematics-Teacher/Blog/Taking-Risks—for-Learning_s-Sake/<p>By Kasi Allen, posted March 28, 2016 — Creativity requires risk</p>nctm@nctm.org (Customer Service)Fri, 25 Mar 2016 16:09:26 GMTPrioritizing Creativityhttp://www.nctm.org/Publications/Mathematics-Teacher/Blog/Prioritizing-Creativity/By Kasi Allen, posted March 14, 2016 — Nearly thirty yearsnctm@nctm.org (Customer Service)Fri, 11 Mar 2016 15:06:26 GMTMaking Sense of Factoring (Part 3): Building on Prior Knowledge and Connecting Representationshttp://www.nctm.org/Publications/Mathematics-Teacher/Blog/Making-Sense-of-Factoring-(Part-3)_-Building-on-Prior-Knowledge-and-Connecting-Representations/By Barbara A. Swartz, posted February 29, 2016 — This three part series started with usingnctm@nctm.org (Customer Service)Fri, 26 Feb 2016 11:40:55 GMTMaking Sense of Factoring (Part 2): Using Context to Create Purpose and Meaninghttp://www.nctm.org/Publications/Mathematics-Teacher/Blog/Making-Sense-of-Factoring-(Part-2)_-Using-Context-to-Create-Purpose-and-Meaning/By Barbara A. Swartz, posted February 16, 2016 — Fornctm@nctm.org (Customer Service)Fri, 05 Feb 2016 16:14:05 GMTMaking Sense of Factoring (Part 1): Laying the Foundationhttp://www.nctm.org/Publications/Mathematics-Teacher/Blog/Making-Sense-of-Factoring-(Part-1)_-Laying-the-Foundation/By Barbara A. Swartz, posted February 1, 2016 — Learningnctm@nctm.org (Customer Service)Thu, 28 Jan 2016 13:42:47 GMTFocus on Learning, Not Gradeshttp://www.nctm.org/Publications/Mathematics-Teacher/Blog/Focus-on-Learning,-Not-Grades/By Barbara A. Swartz, posted January 19, 2016 — Last month on the Mathematics Teacher blog, Jerry Brodkey wrote about how and why we should start deemphasizing grades in our mathematics classes. Inctm@nctm.org (Customer Service)Thu, 14 Jan 2016 13:57:41 GMTCreating a Kinder Classroom (Part 4): Learning from Mistakeshttp://www.nctm.org/Publications/Mathematics-Teacher/Blog/Creating-a-Kinder-Classroom-(Part-4)_-Learning-from-Mistakes/By Jerry Brodkey, posted January 4, 2016 — Since I began teaching (nearly forty years ago), I have seen unmistakable changes in my students. More students have IEPs and 504 plans, many documentingnctm@nctm.org (Customer Service)Thu, 31 Dec 2015 15:04:17 GMTCreating a Kinder Classroom (Part 3): Creating Trusthttp://www.nctm.org/Publications/Mathematics-Teacher/Blog/Creating-a-Kinder-Classroom-(Part-3)_-Creating-Trust/By Jerry Brodkey, posted December 21, 2015 — One of my students’ first assignmentsnctm@nctm.org (Customer Service)Wed, 16 Dec 2015 14:28:28 GMTCreating a Kinder Classroom (Part 1): Basic Philosophyhttp://www.nctm.org/Publications/Mathematics-Teacher/Blog/Creating-a-Kinder-Classroom-(Part-1)_-Basic-Philosophy/By Jerry Brodkey, posted November 21, 2015 — For many years,nctm@nctm.org (Customer Service)Wed, 18 Nov 2015 11:33:38 GMTEveryone Has a Personal Green’s Theoremhttp://www.nctm.org/Publications/Mathematics-Teacher/Blog/Everyone-Has-a-Personal-Green_s-Theorem/By Dan Teague, posted November 2, 2015 —nctm@nctm.org (Customer Service)Wed, 21 Oct 2015 14:55:26 GMTDemonstrating Competence by Making Mistakeshttp://www.nctm.org/Publications/Mathematics-Teacher/Blog/Demonstrating-Competence-by-Making-Mistakes/By Dan Teague, posted October 26, 2015 — Common advice for new teachers is to be sure to do all the homework problems before you assign them. This is good advice. Much ofnctm@nctm.org (Customer Service)Wed, 21 Oct 2015 14:46:06 GMTThe Complexity of Simplicityhttp://www.nctm.org/Publications/Mathematics-Teacher/Blog/The-Complexity-of-Simplicity/By Dan Teague, posted October 14, 2015 — I distinctlynctm@nctm.org (Customer Service)Wed, 07 Oct 2015 12:47:37 GMTModeling and the Mathematical Toad; Or, Use Your Own Mindhttp://www.nctm.org/Publications/Mathematics-Teacher/Blog/Modeling-and-the-Mathematical-Toad;-Or,-Use-Your-Own-Mind/By Dan Teague, posted September 28, 2015 — Inctm@nctm.org (Customer Service)Fri, 25 Sep 2015 12:40:15 GMTThe Residue of Mathematicshttp://www.nctm.org/Publications/Mathematics-Teacher/Blog/The-Residue-of-Mathematics/By Dan Teague, posted September 14, 2015 — A few weeksnctm@nctm.org (Customer Service)Thu, 10 Sep 2015 08:43:47 GMTGeometry and Proofhttp://www.nctm.org/Publications/Mathematics-Teacher/Blog/Geometry-and-Proof/<p>
By Andrew Freda, posted August 31, 2015 —
A mathematician is an animal which turns coffee into theorems. —attributed to Paul Erdõs
What does it mean to
prove something? This is a question that I ask my Geomet</p>nctm@nctm.org (Customer Service)Tue, 25 Aug 2015 16:51:12 GMTGeometry and Algebrahttp://www.nctm.org/Publications/Mathematics-Teacher/Blog/Geometry-and-Algebra/By Andrew Freda, posted August 17, 2015 — Φnctm@nctm.org (Customer Service)Thu, 13 Aug 2015 09:48:49 GMTGeometry and Chemistryhttp://www.nctm.org/Publications/Mathematics-Teacher/Blog/Geometry-and-Chemistry/<p>
By Andrew Freda, posted August 3, 2015 –  A chemist who understands why a diamond has certain
properties, or why nylon or hemoglobin have other properties, because of the
different ways their atoms are arranged, may ask questio</p>nctm@nctm.org (Customer Service)Thu, 30 Jul 2015 15:30:50 GMTGeometry and Euclidhttp://www.nctm.org/Publications/Mathematics-Teacher/Blog/Geometry-and-Euclid/By Andrew Freda, posted July 20 –nctm@nctm.org (Customer Service)Tue, 14 Jul 2015 15:29:44 GMTAsk, Don’t Tell (Part 4): The Equation of a Circlehttp://www.nctm.org/Publications/Mathematics-Teacher/Blog/Ask,-Don_t-Tell-(Part-4)_-The-Equation-of-a-Circle/By Jennifer Wilson, posted July 6, 2015 – I used to tell mynctm@nctm.org (Customer Service)Wed, 01 Jul 2015 10:30:46 GMTAsk, Don’t Tell (Part 3): Special Right Triangleshttp://www.nctm.org/Publications/Mathematics-Teacher/Blog/Ask,-Don_t-Tell-(Part-3)_-Special-Right-Triangles/By Jennifer Wilson, posted June 22, 2015 – I used tonctm@nctm.org (Customer Service)Wed, 17 Jun 2015 16:40:36 GMTAsk, Don’t Tell (Part 2): Pythagorean Relationshipshttp://www.nctm.org/Publications/Mathematics-Teacher/Blog/Ask,-Don_t-Tell-(Part-2)_-Pythagorean-Relationships/By Jennifer Wilson, Posted June 8, 2015 – A few weeks ago, I overheard onenctm@nctm.org (Customer Service)Tue, 02 Jun 2015 13:28:53 GMTAsk, Don’t Tell (Part 1): Special Segments in Triangleshttp://www.nctm.org/Publications/Mathematics-Teacher/Blog/Ask,-Don_t-Tell-(Part-1)_-Special-Segments-in-Triangles/By Jennifer Wilson, Posted May 25, 2015 – My daughter, Kate,nctm@nctm.org (Customer Service)Thu, 21 May 2015 12:44:23 GMTTeach Like a BoShttp://www.nctm.org/Publications/Mathematics-Teacher/Blog/Teach-Like-a-BoS/How do we go about becoming better teachers? There is no shortage of books that will gladly tellnctm@nctm.org (Customer Service)Wed, 06 May 2015 15:25:03 GMTFreeing My Students to Take On a Challengehttp://www.nctm.org/Publications/Mathematics-Teacher/Blog/Freeing-My-Students-to-Take-On-a-Challenge/<p> In my last post , I shared that it was only through personalexperience that I truly understood the important role that confidence plays indeveloping one’s problem-solving abilities. Understanding it is one thing; actuallyhelping our</p>nctm@nctm.org (Customer Service)Thu, 23 Apr 2015 14:54:08 GMTA Lesson for the Teacherhttp://www.nctm.org/Publications/Mathematics-Teacher/Blog/A-Lesson-for-the-Teacher/<p> Recently,a question and answer from a math test made the Internet rounds. The questionread, “Come up with an equation that is true when x = 7. (Be creative; you can make the equation as simple</p>nctm@nctm.org (Customer Service)Wed, 08 Apr 2015 16:47:57 GMTMathematics, Imagination, and Freedomhttp://www.nctm.org/Publications/Mathematics-Teacher/Blog/Mathematics,-Imagination,-and-Freedom/<p> Fifteen years ago I left a computer programming job to enterthe teaching profession. My primary reason for doing so was that I loved mathand wanted everyone to derive as much pleasure from it as I did. Math</p>nctm@nctm.org (Customer Service)Tue, 24 Mar 2015 14:17:34 GMTModular Origamihttp://www.nctm.org/Publications/Mathematics-Teacher/Blog/Modular-Origami/<p> I run an after-school mathclub for fourth and fifth graders to share ideas and puzzles with a strong mathematicscontent without necessarily appearing so. It is not a competition-orientedgroup. Instead, I offer differentiated challenges, encouraging exploration and,I hope,</p>nctm@nctm.org (Customer Service)Wed, 11 Mar 2015 08:01:57 GMTQuadratic Surprisehttp://www.nctm.org/Publications/Mathematics-Teacher/Blog/Quadratic-Surprise/<p> The start of my teachingcareer coincided with the mass introduction into math classrooms of handheldgraphing calculators. I have learned and explored so much with thesetechnologies that I cannot imagine teaching without these deeply inspiringtools. I first encountered</p>nctm@nctm.org (Customer Service)Tue, 24 Feb 2015 14:01:47 GMTGreat Problems Keep on Givinghttp://www.nctm.org/Publications/Mathematics-Teacher/Blog/Great-Problems-Keep-on-Giving/<p> From my last post, youknow that I’m a big fan of problems that can be solved in multiple ways,especially for students of many ages. Here’s a surprisingly pretty geometryproblem that I found on Twitter under #mathchat (</p>nctm@nctm.org (Customer Service)Fri, 20 Feb 2015 12:04:59 GMTHow Do I Solve This? Let Me Count the Ways.http://www.nctm.org/Publications/Mathematics-Teacher/Blog/How-Do-I-Solve-This_-Let-Me-Count-the-Ways_/<p> I encouragestudents and teachers to explore multiple ways to think about and solveproblems. I believe that teachers should not necessarily hold back from questionsthat professional training suggests “belong” in another course or require skillsbeyond what we think might be</p>nctm@nctm.org (Customer Service)Sun, 15 Feb 2015 13:49:06 GMTHonoring Student Voice: Student Contributionshttp://www.nctm.org/Publications/Mathematics-Teacher/Blog/Honoring-Student-Voice_-Student-Contributions/<p> In an effort to put my money wheremy mouth is, for my final post on student voice I asked students to contributeto the blog. The first two pieces are from recent class experiences, and thelast two are general</p>nctm@nctm.org (Customer Service)Fri, 23 Jan 2015 11:30:32 GMTHonoring Student Voice: Questionshttp://www.nctm.org/Publications/Mathematics-Teacher/Blog/Honoring-Student-Voice_-Questions/<p> I enjoy student questions. They canbe insightful, intriguing, and stimulating. Questions can reveal a misconceptionor illuminate a connection among ideas. But let’s be honest: Although studentquestions are often energizing, they can also be enervating. They can suck thewind</p>nctm@nctm.org (Customer Service)Fri, 23 Jan 2015 11:25:23 GMTHonoring Student Voice: Friday Afternoonhttp://www.nctm.org/Publications/Mathematics-Teacher/Blog/Honoring-Student-Voice_-Friday-Afternoon/<p> It is Friday afternoon. The lastbell has rung. Students are rushing from the building. Teachers are trying tofind the energy just to pack up their bags. I am standing in my room, exhausted.I should erase the board, straighten</p>nctm@nctm.org (Customer Service)Fri, 23 Jan 2015 11:23:32 GMTHonoring Student Voice: the Green Dresshttp://www.nctm.org/Publications/Mathematics-Teacher/Blog/Honoring-Student-Voice_-the-Green-Dress/<p> Ibought a dress when I started teaching. Sea foam green, high collar, shoulderpads, flaps in the front. And the defining characteristic: a gigantic silverbelt buckle. A very fashionable dress—in 1991. I got compliments every time Iwore it. </p>nctm@nctm.org (Customer Service)Fri, 23 Jan 2015 11:14:09 GMTTechnology Has Transformed My Teachinghttp://www.nctm.org/Publications/Mathematics-Teacher/Blog/Technology-Has-Transformed-My-Teaching/<p> How cool were thosefirst graphing calculators from Texas Instruments? I loved the immediateconnection between equation and graph. I also spent my own money on MathType to spiff up my worksheets. Then Ispent more of my own money</p>nctm@nctm.org (Customer Service)Mon, 22 Sep 2014 15:04:25 GMTNerves... And a Plan!http://www.nctm.org/Publications/Mathematics-Teacher/Blog/Nerves___-And-a-Plan!/<p> I love teaching, but I always getnervous as the new school year approaches. After almost twenty years, you’dthink those last-week-of-summer-vacation jitters would be gone, but they aren’t.I love meeting my new groups of crazy teenagers, and yet</p>nctm@nctm.org (Customer Service)Tue, 16 Sep 2014 15:23:37 GMTBack to the Future!http://www.nctm.org/Publications/Mathematics-Teacher/Blog/Back-to-the-Future!/<p> Blog Post #4 in the series "Finding Inspiration and Joy in the Words of Others"   We’re going to be able to ask ourcomputers to monitor things for us, and when certain conditions</p>nctm@nctm.org (Customer Service)Tue, 16 Sep 2014 15:21:59 GMTThe Power of Problem Solvinghttp://www.nctm.org/Publications/Mathematics-Teacher/Blog/The-Power-of-Problem-Solving/<p> Blog Post #3 in the series "Finding Inspiration and Joy in the Words of Others"   The mathematics I do remember isthe mathematics in which I understand how and why it</p>nctm@nctm.org (Customer Service)Tue, 16 Sep 2014 15:20:50 GMTIt Gets Personalhttp://www.nctm.org/Publications/Mathematics-Teacher/Blog/It-Gets-Personal/<p> Blog Post #2 in the series "Finding Inspiration and Joy in the Words of Others"   I’velearned that people will forget what you said, people will forget what you did,but people will never forget</p>nctm@nctm.org (Customer Service)Tue, 16 Sep 2014 15:19:00 GMTYou Can Quote Me on That!http://www.nctm.org/Publications/Mathematics-Teacher/Blog/You-Can-Quote-Me-on-That!/<p> Blog Post #1 in the series "Finding Inspiration and Joy in the Words of Others" The recent death of American authorand poet Maya Angelou (1928–2014) reminds us all about the power of words. Asshe</p>nctm@nctm.org (Customer Service)Tue, 16 Sep 2014 15:17:10 GMTFinding My Mathematical Musehttp://www.nctm.org/Publications/Mathematics-Teacher/Blog/Finding-My-Mathematical-Muse/<p> When I was in fourthgrade, I ordered a copy of Martin Gardner’s PerplexingPuzzles and Tantalizing Teasers through my school’s book order program. Iremember reading the book many times—memorizing the puzzles and their solutionsand sharing them with my</p>nctm@nctm.org (Customer Service)Tue, 16 Sep 2014 15:15:31 GMTFeeling Mathhttp://www.nctm.org/Publications/Mathematics-Teacher/Blog/Feeling-Math/<p> I was recently reminded how important it is to have aFeel Good File. I started mine when I was teaching middle school twenty-fiveyears ago, and I still have one for items that I receive from my universitystudents (although it</p>nctm@nctm.org (Customer Service)Tue, 16 Sep 2014 15:11:42 GMTMaking Time for Mathematicshttp://www.nctm.org/Publications/Mathematics-Teacher/Blog/Making-Time-for-Mathematics/<p> Mathematics is at my core. I don’t know why I am wired this way—I just am. But I learned very qu ickly that not everyone has the same appreciation for mathematics that I do. I absolutely</p>nctm@nctm.org (Customer Service)Tue, 16 Sep 2014 15:10:04 GMTNumbers and Shapes Everywherehttp://www.nctm.org/Publications/Mathematics-Teacher/Blog/Numbers-and-Shapes-Everywhere/<p> I look for—and find—interesting mathematical (numeric and geometric) properties and patterns everywhere. This blog entry was written on April 14, 2014. That’s 4.14.14 (when written using a common U.S. notation), which is a numeric palindrome.</p>nctm@nctm.org (Customer Service)Tue, 16 Sep 2014 15:05:15 GMTThe Twenty-First Century Mathematics Classroomhttp://www.nctm.org/Publications/Mathematics-Teacher/Blog/The-Twenty-First-Century-Mathematics-Classroom/<p> Students sitting quietly in rows, raising hands to answer questions, and dutifully taking notes. Is this a description of the perfect classroom? Perhaps in a classic movie or in 1950. Today? Not so much. The world has shifted from</p>nctm@nctm.org (Customer Service)Tue, 16 Sep 2014 15:00:55 GMTYou Matterhttp://www.nctm.org/Publications/Mathematics-Teacher/Blog/You-Matter/<p> In every school, educators with diverse backgrounds and a wide array of expertise collectively work to teach students fundamental skills and prepare them to lead independent, productive lives. Every teacher—from the language arts classroom to the drama </p>nctm@nctm.org (Customer Service)Tue, 16 Sep 2014 14:58:50 GMTNot Alonehttp://www.nctm.org/Publications/Mathematics-Teacher/Blog/Not-Alone/<p> Sometimes, it seems,mathematics teachers live on an island, separated from teachers of othersubject areas. When other teachers use or reference mathematics, they generallydo so with the expectation that students have already learned the content inour classrooms. Where are the</p>nctm@nctm.org (Customer Service)Tue, 16 Sep 2014 12:35:08 GMT