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This chapter examined the trends in reform-based mathematics teaching practices in the United States classrooms. The authors systematically analyzed the journal articles in the Mathematics Teacher: Learning and Teaching PK-12 (MTLT) in order to reveal the current practices that practitioners and experts in mathematics education deem significant and worthy. They found that the most trending reform practices were mathematical discourse, conceptual understanding, task selection, and real-life applications. They discussed each trending practice through sample strategies and provided examples from the reviewed articles. They also identified the least trending reform practices that need attention and discussed associated challenges. |
