In Principles to Actions (PtA), NCTM suggests that there is too much focus on learning procedures without any connection to meaning, understanding, or the applications that require these procedures. I share my vision to address this challenge.
"From the editor's desk,"
Colorado Mathematics Teacher: Vol. 50
, Article 1.
Available at: https://digscholarship.unco.edu/cmt/vol50/iss1/1