Two teachers discuss the planning and observed results of an introductory problem to help students nail a conceptual approach to solving systems of equations.

Contributor Notes

Darla R. Berks, dberks@lps.org, is an instructional math coach with the Lincoln Public Schools in Nebraska. A NOYCE Master Teaching Fellow at the University of Nebraska-Lincoln, she is pursuing a doctorate focusing on the mathematics achievement of African-American students. She is interested in algebraic thinking as well as diversity and equity in mathematics education.

Amber N. Vlasnik, avlasni@lps.org, is a math interventionist with the Lincoln Public Schools, working primarily with struggling students with whom she uses common misconceptions and formative assessment to guide instruction. Also a NOYCE Master Teaching Fellow at the University of Nebraska-Lincoln, she is interested in making mathematics accessible to all students.

(Corresponding author is Berks dberks@lps.org)
(Corresponding author is Vlasnik avlasni@lps.org)
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Mathematics Teacher
Cover Mathematics Teacher
Copyright:
The National Council of Teachers of Mathematics, Inc. All rights reserved. 2014
Page Count:
5
Article Category:
Research Article
Print Publication Date:
01 Mar 2014
Online Publication Date:
Mar 2014
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