Math classrooms are moving away from memorization and toward active problem-solving. This shift is the focus of the National Council of Teachers of Mathematics (NCTM) Annual Meeting & Exposition in Denver, running from October 28 to 31, 2026. At the event, educators will discuss research-backed methods to change how students learn math.
What Happened
At the conference, the Professional Learning team from College Preparatory Mathematics (CPM) will host hands-on workshops focused on student engagement, according to the CPM session schedule at NCTM 2026. Former classroom teachers will lead these sessions, addressing common challenges in math instruction. Topics include managing productive classroom discussions, using physical algebra tiles, and designing tasks that require critical thinking. The workshops aim to give teachers practical methods to make their classrooms collaborative.
The Bigger Picture
This move toward active learning is backed by academic research. A popular framework for this change is the Building Thinking Classrooms framework, developed by Peter Liljedahl. Traditional math instruction often relies on a teacher modeling a problem while students copy the steps. However, a study on traditional teaching methods found that only 20% of students in those classrooms actually engage in mathematical thinking. The other 80% often mimic the teacher or avoid the work.
The thinking classroom model uses vertical whiteboards and randomly assigned groups to keep students active. As we previously reported on collaborative learning, changing classroom structure turns passive listening into active problem-solving. Teachers who combine these strategies with strategies for building student teams report higher engagement and more resilient students.
The Denver sessions will also focus on using algebra tiles to teach high school math. While younger students often use physical objects, research shows older students benefit from them too. A Grade 10 algebra study found that algebra tiles led to measurable gains in how well students represent and solve algebraic expressions. Similarly, quadratic equations research suggests physical models help connect concrete objects to abstract mathematical concepts.
Schools are also looking for ways to address teacher shortages by encouraging students to enter the profession. Presenters will discuss the Get the Facts Out initiative, a nationwide campaign funded by the National Science Foundation that shares positive facts about teaching careers in STEM. While these resources are mostly used in university recruitment frameworks, high school teachers are adapting them to show students that teaching is a viable career path.
What This Means for Families
For parents, this means your child's math class might look different than the one you remember. Instead of rows of desks and repetitive worksheets, students now stand at whiteboards or use physical tiles to solve problems in groups. While this style of learning can cause temporary frustration, it helps build long-term understanding. Parents can support their children by letting them work through these challenges at home, as outlined in our guide on how to support productive struggle at home.
What You Can Do
Parents can help by encouraging physical tools at home. If your child struggles with abstract algebra, try using physical or virtual algebra tiles to visualize problems before writing them down.
It also helps to value explanation over speed. Instead of asking for a quick answer, ask your child to explain how they solved a problem or to teach it to you.
Finally, try to support collaborative work. If your child complains about working in random teams, remind them that explaining their ideas to peers is a necessary skill for the future.