We introduce the Into Math Graph tool, which students use to graph how “into" mathematics they are over time. Using this tool can help teachers foster conversations with students and design experiences that focus on engagement from the student’s perspective.
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Student Engagement with the “Into Math Graph" Tool
Amanda K. Riske, Catherine E. Cullicott, Amanda Mohammad Mirzaei, Amanda Jansen, and James Middleton
Noticing before Responding
Julie M. Amador, David Glassmeyer, and Aaron Brakoniecki
This article provides a framework for integrating professional noticing into teachers' practice as a means to support instructional decisions. An illustrative example is included based on actual use with secondary students.
Conceptualizing Mathematics Using Narratives and Art
Terri L. Kurz and Barbara Bartholomew
To support mathematical investigations, use this framework to guide students in constructing art-based and technology-based literature.
Fired up about Math
Kimberly M. Lilienthal
Collections of short activities, Math by the Month articles aim for an inquiry or problem-solving orientation focused on a unifying theme and include four activities each for grade levels K–2, 3–4, and 5–6. In anticipation of October's Fire Prevention Week, September's problems involve firefighters and real-life math applications.
Math for Real: Packaging Golf Balls
“when will I ever use this?”
Randy Hall
A package of three golf balls provides the real-world scenario for this ratio and area activity.
Palette of Problems – September 2011
David Rock and Mary K. Porter
A monthly set of problems is aimed at a variety of ability levels.
The Math Wizard in Oz
Donna Christy, Karen Lambe, Christine Payson, and Patricia Carnevale
Standards-based, hands-on activities spotlight the classic story.
A foxy loxy and a lallapalagram
Johnnie B. Wilson
It is easy to fall into the trap of thinking that teaching mathematics should greatly differ from teaching language arts. The subjects are usually scheduled separately in the school day. Classroom teachers at Munich International School in Starnberg, Bavaria, Germany, did not pay much attention to what language means to learning and teaching mathematics—until their geometry students offered language surprises that reminded their teachers how important language is.
Math by the Month: The math in names
Lynn Columba, Thomas Hammond, and Lanette Waddell
What is in a name? Actually, quite a lot of math! Join us as “math by the month” challenges students to apply their knowledge of data analysis, geometry, and algebraic thinking to solve this collection of math problems.
Trailblazers
Lyn D. English, Steve Humble, and Victoria E. Barnes
You, too, can design and implement math trails to promote active, meaningful, real-world mathematical learning beyond your classroom walls.
