Published nine times a year, this journal from the National Council of Teachers of Mathematics (NCTM) provides a range of in-depth articles and features including practical lesson ideas, teaching strategies and problems to investigate with students. These features and articles offer an important source of professional development to readers.

Dorothy is again uprooted from her home! In The Mathematics of Oz: Mental Gymnastics From Beyond the Edge, Dorothy must solve an array of brainteasers in order to escape the clutches of her abductors, a group of mathematically obsessed aliens. Each short chapter is a mathematical adventure in which Dorothy is presented with a mystery, a puzzle or a problem to solve. The author rates the problems in terms of difficulty. One does not have to complete all the chapters or complete the chapters se...

This resource considers new ways to assess students, focuses on assessment tasks, offers ways to plan and conduct a classroom assessment program and discusses the scoring, grading, reporting and use of assessment data. The editors provide opportunities for teachers to reflect on their teaching practice and how they use mathematical assessment in the classroom. The book includes a table of contents, a listing of resources and an index.

Written as a guide for parents and educators, this book argues that math should be taught as the highest form of intellectual play rather than as a step-by-step acquisition of skills and facts. The authors emphasize that mathematics is meant to be explored and that it does not require special talent or ability.

This book is a reference guide promoting real-world connections to nearly 50 mathematical concepts. It provides background explanations and many examples of concept applications, although descriptions of how to perform the calculations are not included. Additional online sources are suggested for further exploration. This resource may be useful for answering questions such as, "When are we ever going to use this?"

This volume and its companion are professional research-based resources that promote a problem-solving approach to mathematics instruction. This approach engages students in making sense of problematic tasks in which mathematical concepts are embedded. The writers address issues and perspectives related to this approach, provide suggestions to select and use appropriate tasks and learning tools and provide examples of the use of this approach in various classroom settings.

The authors provide 30 formative assessment probes. The probes reveal common understandings and misunderstandings in student thinking in mathematics. The probes will assist teachers as they gauge students' prior knowledge of core mathematical concepts. These tools will assist educators to identify areas that require more instruction and to adapt their teaching to meet student needs.