How can I balance the development of research skills with the need to cover specific mathematics topics?
Teacher: Since I have a curriculum I have to cover, which really takes the whole school year, how do I cover that curriculum while implementing those problems that deepen the understanding of the required curriculum and is there some way to perhaps replace chunks of my text with such problems? I find balancing what I WANT to do and what I MUST do very difficult. Mentor: I appreciate your frustration about the tension between covering technical content and giving your students the opportunity to learn about the process of doing mathematics. There is no question that teachers are being asked to whiz through too many topics. I try to remind teachers of what they already know: when we go too quickly, the material is not mastered well and so we are not being efficient. The above exchange between a Making Mathematics teacher and her mentor is typical of the most common and emotional question with which teachers interested in research have grappled. Many have expressed stress at feeling trapp
