This article explores three processes involved in attending to evidence of students' thinking, one of the Mathematics Teaching Practices in Principles to Actions: Ensuring Mathematical Success for All. These processes, explored during an activity on proportional relationships, are discussed in this article, another installment in the series.
Sherin Gamoran Miriam and James Lynn
Sarah K. Bleiler-Baxter, Sister Cecilia Anne Wanner O.P., and Jeremy F. Strayer
Explore what it means to balance love for mathematics with love for students.
To introduce sinusoidal functions, I use an animation of a Ferris wheel rotating for 60 seconds, with one seat labeled You (see fig. 1). Students draw a graph of their height above ground as a function of time with appropriate units and scales on both axes. Next a volunteer shares his or her graph. I then ask someone to share a different graph. I choose one student with a curved graph (see fig. 2a) and another with a piece-wise linear (sawtooth) graph (see fig. 2b).
Explore the creation of a unique problem-based learning (PBL) experience.
Brandy Crowley and Tracy Harper
Welcome to A-town! All the residents of A-town have names that start with the letter A! Could you live here? Join these students as they solve problems around their neighborhood. Remember, math is everywhere.
Annie Perkins and Christy Pettis
Mathematics is sometimes called the science of patterns. Many kinds of patterns can be explored.
Michael D. Steele
This article explores facilitating meaningful mathematics discourse, one of the research-based practices described in Principles to Actions: Ensuring Mathematical Success for All. Two tools that can support teachers in strengthening their classroom discourse are discussed in this, another installment in the series.