Justifications, methods, and results compare two classes of students who used a new technique that ties together procedural fluency and conceptual understanding in a manner unlike other current strategies.

Contributor Notes

Adam Clinch, aclinch@helenaschools.org, teaches algebra 1, honors 1, college algebra, and statistics at Capital High School in Helena, Montana. He is interested in incorporating the history of mathematics and displaying the interconnections between mathematical ideas across different domains in his classes.

(Corresponding author is Clinch aclinch@helenaschools.org)
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Mathematics Teacher
Cover Mathematics Teacher
Copyright:
The National Council of Teachers of Mathematics, Inc. All rights reserved. 2018
Page Count:
7
Article Category:
Research Article
Print Publication Date:
01 May 2018
Online Publication Date:
May 2018
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