Blog

MƒA President John Ewing suggests if we want to show teachers real appreciation, try giving them respect—not just words but the kind that genuinely values their expertise.

Some have gone so far as to declare that we have a ‘lost generation’ on our hands or that this generation of students could be ‘forced to play catch-up’ after spending months out of the physical class

How are teachers teaching about COVID-19, and how will they do so in the future?

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.