These low-floor, high-ceiling problems support differentiation, challenging all students by encouraging flexible thinking and allowing for multiple solution paths.

This study explores the associations between mathematics teachers' presentation of classroom tasks and students' subsequent engagement in those tasks. Data were obtained from 200 randomly selected ...

The authors do not work for, consult, own shares in or receive funding from any company or organization that would benefit from this article, and have disclosed no relevant affiliations beyond their ...

Lloyd Alexander once said, “We learn more by looking for the answer to a question and not finding it than we do from the answer itself.” I love this quote because I’ve witnessed the truth of it ...