Two teachers use homemade pendulums for their students to explore phase shift in sine curves. The use of Desmos’s Activity Builder enabled students to become mathematical explorers and supported their sense of mathematical agency.
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Gail Burrill, Joan Funderburk, Becky Byer, and Rachael Gorsuch
Classroom stories show how using technology to investigate the wage gap provided opportunities to develop students’ identities and agency and enabled a classroom culture of sharing and risk-taking.
Toni L. Amarel and Megan H. Wickstrom
What tales would your students tell about their mathematical experiences? In this article, we describe a task, The Math Metaphor, and how it was utilized in a high school classroom as a window to explore students’ experiences with mathematics.
T. Royce Olarte and Sarah A. Roberts
Teachers can implement a mathematics language routine within in-person/hybrid and remote instructional contexts.
Wayne Nirode
The author alters the definitions of ellipses and hyperbolas by using a line and a point not on the line as the foci, instead of two points. He develops the resulting prototypical diagrams from both synthetic and analytic perspectives, as well as making use of technology.
Kuo-Liang Chang and Ellen Lehet
Defining a quadratic function through the slopes of its secant/tangent lines leads to the fundamental theorem of calculus (FTC) and an alternative way of understanding integration.
Rachael H. Kenney, Michael Lolkus, and Yukiko Maeda
Mathematics teacher educators play a key role in supporting secondary mathematics teachers’ development of effective, research-based formative assessment (FA) practices. We used qualitative research synthesis as a tool to identify actionable recommendations for mathematics teacher educators as they work with teachers on FA practices in secondary classrooms. These recommendations can strengthen the research-based practices of mathematics teacher educators as they support teachers’ collections and uses of FA data to move student thinking forward in secondary mathematics. We share and discuss recommendations for mathematics teacher educators to connect pedagogical content knowledge of students, teaching, and curriculum to FA practices. We also highlight the usefulness of the qualitative synthesis method, meta-aggregation, for generating research-based connections between theory and practice in mathematics education.
Kathryn Early, K. Elizabeth Hammonds, Brea Ratliff, Mariya Rosenhammer, and W. Gary Martin
A high-leverage strategy first discussed more than 50 years ago, wait time has many benefits for both teachers and students yet is not used to its full potential. See how it can enhance your students’ mathematical discourse.
Ethan P. Smith, Jennifer Kelly, Susan Sappington, Kareemah Warren, and Amanda Jansen
Language is a conduit for communicating and understanding mathematical ideas. This article explores how we can use judicious telling to attend to students’ written and spoken literacy in mathematics.
