Megan Staples is featured.

Megan Staples pens commentary about mathematics education.

To support teachers in implementing ambitious reform efforts, professional developers and teacher educators need to know more about teachers’ thinking about argumentation. Specifically, there is a need to understand more about teachers’ views and evaluations of students’ mathematical arguments as they play out in practice. In this article, we share a tool developed to elicit teachers’ pre- and post evaluations of students’ mathematical arguments on a problem-solving task

“The time itself doesn’t matter nearly as much as what you do with that time,” says Megan Staples. “You have just opened up space for a broader range of pedagogical strategies and innovation. … It opens up space for guest speakers, it opens up space to not be rushed through your curriculum.”