Articles in this issue
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PREPARING TEACHERS TO CULTIVATE PARENT-CHILD COLLABORATION IN MATHEMATICS
The National Science Foundation, through its funding of curriculum projects such as Everyday Mathematics that include a family component, demonstrates its recognition of the significance of families in mathematics education.Read more about PREPARING TEACHERS TO CULTIVATE PARENT-CHILD COLLABORATION IN MATHEMATICS
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PARTNERSHIPS FOR LEARNING: USING AN INNOVATION CONFIGURATION MAP TO GUIDE SCHOOL, DISTRICT, AND UNIVERSITY PARTNERSHIPS
There is a pressing need for effective partnerships between government, business, communities, schools, universities, and other stakeholders in education. -
CHANGING TEACHERS’ CONCEPTION OF MATHEMATICS
This paper describes the efforts of the authors to work with a group of in-service and pre-service math teachers to change their conception of mathematics. We describe the teachers’ starting conception and our desired re-conception.Read more about CHANGING TEACHERS’ CONCEPTION OF MATHEMATICS
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EARLY NUMERACY INTERVENTION: ONE STATE’S RESPONSE TO IMPROVING MATHEMATICS ACHIEVEMENT
A significant number of children struggle with quantitative ideas during the first few years of their academic careers and fail to construct a meaningful sense of number. -
CONDITIONS THAT SUPPORT THE CREATION OF MATHEMATICAL COMMUNITIES OF TEACHER LEARNERS
In his seminal work, Richard DuFour argues compellingly that if educational reforms are to be sustained long-term, schools must transform themselves into professional learning communities (DuFour, 1998).Read more about CONDITIONS THAT SUPPORT THE CREATION OF MATHEMATICAL COMMUNITIES OF TEACHER LEARNERS
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SUPPORTING TEACHERS’ UNDERSTANDING AND USE OF ALGEBRA TILES
One of the most formidable challenges in school mathematics is helping students learn algebra. The construction of algebraic habits of mind is an important milestone in students’ mathematical development (Driscoll, 1999).Read more about SUPPORTING TEACHERS’ UNDERSTANDING AND USE OF ALGEBRA TILES
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SUPPORTING TEACHERS’ EFFECTIVE USE OF CURRICULAR MATERIALS
Using “teacher leader” broadly to include anyone in a position to support teachers in their professional development and learning, this article outlines two approaches for teacher leaders to support mathematics teachers in developing their curricular reasoning.Read more about SUPPORTING TEACHERS’ EFFECTIVE USE OF CURRICULAR MATERIALS