Two classic hands-on tasks address conceptual understanding of functions. The tasks center student discourse and rough draft mathematics as students grapple with the relationship between input and output.
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Krystal Jones Carter
A well-crafted classroom engineering challenge can effectively answer compelling questions about social and global responsibility.
Arsalan Wares and David Custer
This pattern-related problem, appropriate for high school students, involves spatial visualization, promotes geometric and algebraic thinking, and relies on a no-cost computer software program.
Joel Amidon, Anne Marie Marshall, and Rebecca E. Smith
The authors began this work with the understandings that (a) there is no “neutral” when it comes to the teaching of mathematics, and (b) mathematics teacher educators need to do something to help produce teachers of mathematics that develop students’ relationships with mathematics and push against the inequities that exist both within and outside of the classrooms in which they will teach. In response, the authors created, deployed, and studied a learning module in an attempt to enact antiracist mathematics teacher education. The learning module activities, the findings about the learning from the prospective teachers who engaged in the module, and messages for mathematics teacher educators who want to engage in this work are shared.
Enrique Ortiz
Two original images were inspired by the use of an art studio app for digital drawings. This artistic process could be used to help created other original art and during See-Think-Wonder routines emphasizing meaningful observations and questioning skills.
Sandy Vorensky
This department provides a space for current and past PK-12 teachers of mathematics to connect with other teachers of mathematics through their stories that lend personal and professional support.
Sherri L. Martinie
Given the numbers and data at our fingertips in this digital age, mathematical and digital literacy skills are imperative when it comes to understanding natural and social phenomena and making good decisions. As teachers we are responsible for helping students make sense of this information
Stacy K. Boote and Terrie M. Galanti
Elementary school students use physical manipulatives (e.g., pattern blocks) to make sense of the geometry and measurement ideas in a Code.org block-based programming lesson.
Kelly Overby Byrd, Kayla Cooper, Raegan Bolger, and Heather Treece
We share two examples of student engagement in visible, mathematical thinking through a Chalk Talk within the four walls of the classroom, as well as the connected spaces of online learning. Five steps for facilitating the Chalk Talk are outlined, with descriptions of teacher moves for each step.
Kym Fry and Lyn D. English
Grade 4 students engage in problem solving through inquiry in an agricultural science context.
