Category Archives: K-12 Education

Our Responsibility – Our Opportunity: Mathematical Habits of Mind

By Brigitte Lahme, Professor, Sonoma State University Every university instructor would be thrilled if their students came to their mathematics classes with the ability to make viable arguments and to critique the reasoning of others; if their inclination were to … Continue reading

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Six Ways Mathematics Instructors Can Support Diversity and Inclusion

By Natalie LF Hobson, Graduate Student, University of Georgia What teaching practices support a diverse student body in your mathematics classroom? In this post, I suggest six concrete teaching practices you can implement today to help make your classroom a … Continue reading

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Integrating Computer Science in Math: The Potential Is Great, But So Are The Risks

By Emmanuel Schanzer, Bootstrap Recent calls to bring Computer Science to K-12 schools have reached a fever pitch. Groups like Code.org and Girls Who Code have become household names, having raised tens of millions in funding from Silicon Valley luminaries … Continue reading

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Creating Momentum Through Communicating Mathematics

By Matthias Beck, San Francisco State University, and Brandy Wiegers, Central Washington University Given five minutes, can you turn to the person next to you and describe your research? How about over 15 minutes in front of a class of … Continue reading

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Conventional Courses are Not Enough for Future High School Teachers

By Yvonne Lai, University of Nebraska – Lincoln and Heather Howell, Educational Testing Service Consider how you would respond to two different versions of a question. In the first, you are asked to solve a high school mathematics problem. In the second, some high … Continue reading

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More Linear Algebra, Please

By Drew Armstrong, Associate Professor of Mathematics, University of Miami Anyone who teaches mathematics in the US knows that the quality of education could be better, but we also know that the problems are complicated and defy easy solutions. I … Continue reading

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The Second Year of “On Teaching and Learning Mathematics”

By Art Duval, Contributing Editor, University of Texas at El Paso Another year has flown by, and so it is once again a good time to collect and reflect on all the articles we have been able to share with … Continue reading

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Imagining Equity

By Priscilla Bremser, Contributing Editor, Middlebury College In my Mathematics for Teachers course, students take a fresh look at foundational concepts, such as fractions and place value, from an advanced perspective.  For some of them, our work together exposes weaknesses … Continue reading

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Wanted, Mathematicians for an Important but Difficult Task

By Art Duval, Contributing Editor, University of Texas at El Paso; Kristin Umland, Associate Professor, Department of Mathematics and Statistics, University of New Mexico (on leave), and Vice President for Content Development, Illustrative Mathematics; James J. Madden, The Patricia Hewlett … Continue reading

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Connections between Abstract Algebra and High School Algebra: A Few Connections Worth Exploring

by Erin Baldinger, University of Minnesota; Shawn Broderick, Keene State College; Eileen Murray, Montclair State University; Nick Wasserman, Columbia University; and Diana White, Contributing Editor, University of Colorado Denver. Mathematicians often consider knowledge of how algebraic structure informs the nature … Continue reading

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