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Catalyzing Change in High School Mathematics

Next month at our Annual Meeting in Washington, NCTM will release and have an enhanced conference strand on Catalyzing Change in High School Mathematics: Initiating Critical Conversations. I want to thank the writing team, particularly the chair Karen Graham, for bringing Catalyzing Change ...

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Why Teach Mathematics?

As a teacher of mathematics, you have no doubt had multiple students ask what is actually a very complicated question: “Why do I have to learn this?” At one time or another, perhaps while grinding through a series of context-free symbolic manipulation exercises, nearly every one of us has...

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Are We Breaking Down Barriers to Student Learning?

Sometimes, even with the best-made plans, the research indicates that some students are forced off the path to mathematical success by structural or systemic barriers that exist in some schools (Jilk 2014). Two of these structural obstacles are student and teacher tracking. Student tracking is...

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Mathematics Learning: A Journey, Not a Sprint

One of the questions I am frequently asked goes something like this: “What do you think about acceleration?” The question is often asked in the context of teachers working with parents who want their child to skip grade level work or entire courses so they can get into the next grade or course...

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What Does the Research Say about X?

In the September President’s Webinar, I reflected on the fact that in 2020 NCTM will celebrate its centennial—a truly remarkable accomplishment for any organization. The year 2020 will also mark the 50th anniversary of the Journal for Research in Mathematics Education , the premier research...

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MyNCTM is Your NCTM!

You know, and we know, that learning, planning, and growing with others is better than doing so in isolation. MyNCTM, just released, is designed to support you in actively doing this with one another. The MyNCTM space provides teachers, leaders, teacher educators, and researchers with...

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