This call for manuscripts is requesting articles that provide evidence to support the Mathematics Teaching Practices found in NCTM's Principles to Actions: Ensuring Mathematical Success for All.

# Search Results

This call for manuscripts is requesting articles that provide evidence to support the Mathematics Teaching Practices found in NCTM's Principles to Actions: Ensuring Mathematical Success for All.

### Guershon Harel and Jeffrey M. Rabin

This Brief Report summarizes case studies of the classroom teaching practices of 2 algebra teachers. The data consist of videotaped classroom observations during 1 academic year. The study identifies and characterizes specific teaching practices that establish the norm that the teacher is the sole arbiter of mathematical correctness in the classroom. The authors suggest that these practices are likely to promote the development of the authoritative proof scheme in students. The results can provide a basis for future research investigating the prevalence of these teaching practices and their impact on student learning, and they can be used as parameters to investigate teacher change.

### Robin Rider

Algebraic reasoning skills can be enhanced by building connections among symbolic, tabular, and graphical representations. But how do classroom teachers change traditional teaching practices to foster the use of different representational forms? This article explores how I learned to incorporate representational fluency in teaching and assessment. It builds on ideas from classroom practice and advocates making small changes in teaching practices to foster connections between representations.

### Anne M. Raymond

This study investigates relationships between a beginning elementary school teacher's beliefs and mathematics teaching practices. A proposed model of relationships between beliefs and practice provided a conceptual framework for the examination of factors that influence beliefs, practice, and the level of inconsistency between them. Data were gathered over 10 months through audiotaped interviews, observations, document analysis, and a beliefs survey. Analyses included the categorization and comparison of beliefs and practice and the development of a revised model of relationships between beliefs and practice. Findings indicate that this teacher's beliefs and practice were not wholly consistent. Rather, her practice was more closely related to her beliefs about mathematics content than to her beliefs about mathematics pedagogy. Her beliefs about mathematics content were highly influenced by her own experiences as a student and her beliefs about mathematics pedagogy were primarily influenced by her own teaching practice. However, the extent to which her teacher preparation program influenced either her beliefs or practice was limited.

### A. Montgomery Johnston

A state-wide survey of teaching practices in arithmetic in Tennessee was made primarily for the benefit of those concerned in that state. However, the following summary of the study is here reported with the thought that others might be interested in carrying on similar studies in their school systems. The greatest value of the Tennessee study may lie in providing a more objective base for planning pre-service and in-service education, certification, curriculum development, research, and materials programs. The questionnaire used in this study to gather data, and the sorts of data revealed by that questionnaire, will be of major interest to the reader.

### Tracy E. Dobie and Miriam Gamoran Sherin

most essential in describing your teaching practice and your students' learning? Perhaps a word like ratio comes to mind because your students were working to find equivalent ratios. Or you might use the word inquiry because your students just

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### Jean S. Lee and Enrique Galindo

, and the way to develop these competencies is known as deeper learning ( NRC 2012 ). In this chapter, the case is made that PBL and the Mathematics Teaching Practices ( NCTM 2014 ) can be a way to promote deeper learning. It is also examined how the

### Jean S. Lee and Enrique Galindo

, and the way to develop these competencies is known as deeper learning ( NRC 2012 ). In this chapter, the case is made that PBL and the Mathematics Teaching Practices ( NCTM 2014 ) can be a way to promote deeper learning. It is also examined how the