Language is key to how we understand and describe mathematics teaching and learning. Learning new terms can help us reflect on our practice and grow as teachers, yet may require us to be intentional about where and how we look for opportunities to expand our lexicons.
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What's in a Name? Language Use as a Mirror into Your Teaching Practice
Tracy E. Dobie and Miriam Gamoran Sherin
GPS: From Folding to Dynamic Geometry Environments
S. Asli Özgün-Koca and Matt Enlow
In this month's Growing Problem Solvers, we focused on supporting students' understanding of congruence and similarity through rigid motions and transformations. Initial understandings of congruence and similarity begin in first grade as students work with shapes in different perspectives and orientations and reflect on similarities and differences.
Problems to Ponder
Steve Ingrassia and Molly Rawding
Problems to Ponder provides 28 varied, classroom-ready mathematics problems that span grades PK-12, arranged in order of grade band. Links to the problem answers are available in this department.
Using Math Stations for Commonsense Inclusiveness
Janet B. Andreasen and Jessica H. Hunt
To meet diverse student needs, use an approach that is situated in understanding fractions.
Delving Deeper: Triangle Construction in Taxicab Geometry
Keith M. Dreiling
This article compares constructions in Euclidean geometry to equivalent results in Taxicab geometry.
Delving Deeper: Pythagorean Triples: Avenues for Exploration
Lawrence O. Cannon
The article contains classroom enrichment suggestions related to Pythagorean triples. Topics discussed for student exploration can be adapted for any level from early algebra through early college.
