We investigated teachers' understanding of the Mathematical Practices (MPs; National Governors Association Center for Best Practices & the Council of Chief State School Officers, 2010) and the Mathematics Teachers Practices (MTPs; NCTM, 2014) using a Vignette Activity Sequence within a professional development setting with our Professional…

Technology will not inherently make students in any classroom more mathematically inquisitive, however, the use of technology can foster student-centered inquiry. This article explores the impact technology has on mathematics learning when it emphasizes the ways it supports student-centered pedagogies. Through this lens, the authors focus on…

At the heart of the National Council of Teachers of Mathematics' (NCTM) "Principles to Actions: Ensuring Mathematical Success for All" (2014) is the development of professional practices such as eliciting and using evidence of student thinking, supporting productive struggle in learning mathematics, and posing purposeful questions. In…

The study was carried out with prospective teachers (PTs) in Primary School Teaching Program in a private university (n=43) and Middle School Mathematics Teaching program in a public university (n=46). In this paper, multiple-case study was adopted to explore PTs' opinions and to reveal the differences between two universities in terms of taking a…

According to former National Council of Teachers of Mathematics (NCTM) president Cathy L. Seeley (2014), students experience more success when they engage in doing mathematics (i.e., writing about or discussing mathematics, modeling situations, or exploring ideas in the classroom). She further recommended that teachers pose challenging problems or…

In April 2018, the National Council of Teachers of Mathematics (NCTM) released "Catalyzing Change in High School Mathematics: Initiating Critical Conversations," a long-needed and well-articulated position for transforming the core purposes, structures, instructional practices, essential mathematics concepts, and organization of high…

Although professional organizations such as the National Council of Teachers of Mathematics (NCTM) continue to push for the role of equity inside of mathematics classrooms, the need for culturally relevant pedagogy (CRP) remains just as necessary today as it has for the last two decades. In this study, the authors share ways in which one…

Facilitating productive discussions in the mathematics classroom is a challenge for many teachers. Discourse--student communication of mathematical ideas with teachers and peers--provides a platform on which students share their understanding, clarify misperceptions, and evaluate ideas. If students are unable to access and participate in…

Raising expectations is nothing new. Every iteration of standards elevates the expectations for what students should know and be able to do. The Common Core State Standards for Mathematics (CCSSM) is no exception, with standards for content and practice that move beyond memorization of traditional algorithms to "make sense of problems and…

This study examined the extent to which seventh- and eighth-grade mathematics teachers are aware of National Council of Teachers of Mathematics (NCTM) standards documents, Curriculum and Evaluation Standards for School Mathematics and Principles and Standards for School Mathematics and agree with NCTM's vision of school mathematics as expressed in…

Writing about mathematics holds a wealth of benefits for students. When students are given opportunities to write in math class, it helps develop mathematical thinking and language, encourages self-reflection, and provides a better way to organize ideas. Many teachers incorporate journaling and other types of reflective writing into their…

Vocabulary is at the surface level of language usage; thus, students need to develop mathematical and scientific vocabulary to be able to explicitly communicate their mathematical and scientific reasoning with others. The National Council of Teachers of Mathematics (NCTM) and the National Science Teachers Association (NSTA) have both created…

The National Council of Teachers of Mathematics [NCTM] noted that middle and high school students are expected to be able to both explain inequalities by using mathematical symbols and understand meanings by interpreting the solutions of inequalities. Unfortunately, research has revealed that not only do middle and high school students hold…

The National Council of Teachers of Mathematics' (NCTM's) "Principles and Standards for School Mathematics" (2000) outlines fi ve Process Standards that are essential for developing deep understanding of mathematics: (1) Problem Solving; (2) Reasoning and Proof; (3) Communication; (4) Connections; and (5) Representation. The Common Core…

Discourse requires students to evaluate and interpret the perspectives, ideas, and mathematical arguments of others as well as construct valid arguments of their own. That is, students develop deeper understandings of mathematics when they engage in meaningful social interactions such as whole class discourse. Both the National Council of Teachers…