Decoding dimensions of the Dakota

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This part of the department showcases students' in-depth thinking and work on problems previously published in Teaching Children Mathematics. The September 2013 problem scenario highlights a sightseeing trip to New York City and the resulting mathematical wonderings about the historic Dakota apartment building. An Indiana teacher reports on how her fourth graders engaged with this investigation of differences and relationships between perimeter and area.

Contributor Notes

Sherri Farmer, farmer10@purdue.edu, is pursuing graduate studies at Purdue University in West Lafayette, Indiana. She continues to study how the use of pictures influences students' mathematical learning.

Signe E. Kastberg, skastber@purdue.edu, is a teacher of prospective elementary school teachers at Purdue University in West Lafayette, Indiana.

Edited by Erin Moss, erin.moss@millersville.edu, an assistant professor in the mathematics department at Millersville University of Pennsylvania. Each month, this section of the Problem Solvers department discusses the classroom results of using problems presented in previous issues of Teaching Children Mathematics. Find detailed submission guidelines for all departments at www.nctm.org/tcmdepartments.

(Corresponding author is Farmer farmer10@purdue.edu)(Corresponding author is Kastberg skastber@purdue.edu)(Corresponding author is Moss erin.moss@millersville.edu)
Teaching Children Mathematics

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