Blog

Teachers often rely on memory to analyze their students’ comprehension of a new lesson after it is introduced, but what if there was a way to further investigate learning, specifically students’ mathe

In a guest blog post for the American Mathematical Society, MƒA President John Ewing says “poppycock!” to those who push the notion that American education is in a crisis.

PIX 11 New York visited the MƒA course “Getting Cheesy: Microbial Analysis of Cheese” at Murray’s Cheese Long Island City Distribution Center.

Dr. George Hart led over 100 MƒA teachers in 10 different hands-on activities, where they worked together to construct aesthetically impactful geometric objects out of cardboard sheets.

Characterizing the van Hiele Levels of Development in Geometry

MƒA Master Teacher Marissa Maggio was eager to introduce her students to NYSBC’s research, expertise, and state-of-the art equipment. 

MƒA Master Teachers Jude Julien, Lynn Shon, and Andrew Wille joined MƒA Executive Director Megan Roberts to present at the 2019 SXSW EDU conference.

In our professional lives, we can identify a number of leaders: the charismatic student, perhaps a colleague or administrator with a singular vision or strength of conviction who inspires us. 

Because students often dismiss Algebra II content for sounding abstract or esoteric, mathematics teachers will search in vain for classwork that is simultaneously meaningful, engaging, and rigorous.

Many mathematics teachers wonder how and where their students learned about various aspects of multiplication and division.