In the United States, the prevailing high school mathematics course sequence begins with a year of Algebra I, followed by a year of geometry and a year of Algebra II. Educators and others have raised concerns about the extent to which this sequence, which prioritizes the mastery of algebra, is appropriate for the longer-term education and career…

This study examines the process of change among grade 4 teachers (students aged 9-10 years) who participated in a yearlong Teacher Quality Grant innovation program. The concerns-based adoption model (CBAM), which informed the design and implementation of the program, was used to examine the process of change. Two questions guided the…

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.…

Not so long ago, the common response of teachers to high school use of computer algebra systems (CAS) was invariably along the lines of, "What will be left to teach if our students have access to devices which solve, factorise, do calculus and more?" and "If students use such tools, then they will never learn how to do their mathematics, and their…

"Everyday Mathematics," published by Wright Group/McGraw-Hill, is a core curriculum for students in kindergarten through grade 6 covering numeration and order, operations, functions and sequences, data and chance, algebra, geometry and spatial sense, measures and measurement, reference frames, and patterns. At each grade level, the…