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An editorial in the New York Times suggests that students may lose up to a full year of learning because of closed schools during the COVID-19 pandemic.

Science is valuable in the current COVID-19 pandemic because it allows us to do things. But science is also valuable because it helps us to accept the inevitable ignorance, uncertainty, and doubt that

In the MƒA workshop “Mysterious Meteorites,” teachers explored how the study of meteorites increases their students’ curiosity and interest in STEM fields.  

MƒA Master Teacher Nasriah Morrison uses her MƒA fellowship to empower students of color to see themselves as mathematicians and scientists.  

In the MƒA mini-course “Puzzles, Play, and Problem Solving: Breakout EDU in the STEM Classroom,” MƒA teachers explored play-based learning and used the design process to brainstorm, prototype, test, a

MƒA President John Ewing joined host Dr. Scott Titsworth on NPR’s Teaching Matters podcast to talk about how MƒA is devoted to connecting mathematics and science teachers, empowering them to innovate

Enrollment in high school Calculus has exploded in the past several decades. But maybe that’s not a sign of progress. For many students, the rush to Calculus is a bad idea.

MƒA Master Teacher Bobson Wong and MƒA Chief Operating Officer Michael Driskill recently spoke with Kenneth Chang, science reporter at the New York Times, about a new method that may be a more effecti

A fossil collection can turn an earth science lesson into an extraordinary classroom experience. Just ask MƒA teachers, who proved that you’re never too versed to appreciate the excitement of studying

In his latest column for Forbes, MƒA President John Ewing writes how algebra in the high school curriculum is under attack.