NCTM - MT

@MT_at_NCTM

Mathematics Teacher--an NCTM journal for grades 8-14 math--includes activities, strategies, an exchange of math ideas, and linking math ed research to practice.

Reston, VA
nctm.org/mt
Joined November 2012
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  1. 29 Jul 2020

    All are invited at 7:00pm EDT to our free webinar. Mathematics Leadership in Times of Unprecedented Change: Catalyzing, Building, and Sustaining Positive Change (Mathematics Education Leaders). Register here: .

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  2. 24 Apr 2019

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  3. 24 Apr 2019

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  4. 24 Apr 2019

    Wednesday nights are NCTM nights on Twitter. Join us for the upcoming and

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  5. 24 Apr 2019

    We’ve reached the end of the hour. You are welcome to continue chatting. If you need to leave now, THANK YOU for participating in this

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  6. 24 Apr 2019

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    Replying to @UDMichy @MandyMathEd @MT_at_NCTM
    A4: While students probably do memorize, and I actually don't think that's a bad thing, my goal is to support them to "know" good definitions of the objects that they are working with in proof, but certainly not devoid of understanding.
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  7. 24 Apr 2019

    Q6 What kinds of things do you do in your class when first introducing proof to students?

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  8. 24 Apr 2019

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    Replying to @MT_at_NCTM
    A5: Stronger and Clearer Each Time -- a math language routine out of Stanford.
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  9. 24 Apr 2019

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    Replying to @KarenCampe @UDMichy and 2 others
    Here are two flowchart proof resources I've share with other Ts on twitter. And
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  10. 24 Apr 2019

    Q5 Working with definitions is critical to students' success with proof in geometry. What strategies do find to be successful for supporting students' use of definitions?

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  11. 24 Apr 2019

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    Replying to @KarenCampe @MT_at_NCTM
    A4: When we first asked students to work on defining with us, I was pleasantly surprised by the discussions that we had about their definitions. They seemed to enjoy critiquing one another's definitions.
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  12. 24 Apr 2019

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    Replying to @KarenCampe @MandyMathEd @MT_at_NCTM
    A3: Or perhaps a result of them being asked to solve the same types of proofs over and over again. So then they develop something like a recipe for what doing proofs entails. Look for the triangles that look congruent (in the diagram) and say that they are.
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  13. 24 Apr 2019

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    Replying to @DrJHummer @UDMichy @MT_at_NCTM
    that makes sense to me!
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  14. 24 Apr 2019

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    Replying to @MandyMathEd @UDMichy @MT_at_NCTM
    Hi Mandy! Assuming that diagrams are drawn to scale are part of the 2nd misconception where students assume size or measurement in diagrams. But yes, that is a common misconception that I saw as a hs teacher.
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  15. 24 Apr 2019

    Q4 Which of the five strategies for addressing the misconception from Table 1 appeals to you the most? Why?

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  16. 24 Apr 2019

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    Replying to @MT_at_NCTM
    A3: Any thoughts on this one? We wrote about our Top 5.
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  17. 24 Apr 2019

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    Replying to @UDMichy @KarenCampe @MT_at_NCTM
    A1: It was surprising to see how many "A and B students" did not interact much with the diagram. They also did not get the proofs right.
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  18. 24 Apr 2019

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    Replying to @KarenCampe @MT_at_NCTM
    A1: Ahh interesting. Yes, We conducted Smart Pen interviews to track how students interacted with a diagram as they did their proofs (if at all). Watching the videos play back from the smart pen was enlightening.
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  19. 24 Apr 2019

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    Replying to @UDMichy @KarenCampe @MT_at_NCTM
    A1: The most important thing that I've learned from this research is that there are a bunch things that we can and should teach students before teaching proof that help them engage in doing proof. Teaching these things before mentioning proof works well.
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  20. 24 Apr 2019

    Q3 What other common misconceptions have you encountered that are not on our list?

    1 reply
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