A programming activity helps students give meaning to the abstract concept of slope.
Calculator Programming Engages Visual and Kinesthetic Learners
Improving Student Reasoning in Geometry
Bobson Wong and Larisa Bukalov
Parallel geometry tasks with four levels of complexity involve students in writing and understanding proof.
Sound Off!: The Myth of Differentiation in Mathematics: Providing Maximum Growth
Jason Lee O'Roark
After teaching high school mathematics in Maryland for three years, I began teaching sixth-grade mathematics in one of the best school districts in Pennsylvania (according to state test scores) and have been teaching there for the past six years. My high school teaching background led me to differentiate differently from my colleagues. I share my observations of the result of the differences in methodology and my conclusions from those observations, and I offer a plan to implement changes in the way that mathematics is taught.
Connecting Research to Teaching: Keys to Successful Group Work: Culture, Structure, Nurture
Kasi C. Allen
Collaboration in the mathematics classroom contributes to student learning as well as strengthened preparation for twenty-first-century professions. However, facilitating group work with teenage students can prove challenging. Three strategies for success are establishing a supportive classroom culture; structuring groups and tasks; and nurturing the effort.
Teaching Geometry to Visually Impaired Students
Christine K. Pritchard and John H. Lamb
Teaching a visual subject to a visually challenged student inspires strategies that benefit all students in a class.
Using Disks as Models for Proofs of Series
Tongta Somchaipeng, Tussatrin Kruatong, and Bhinyo Panijpan
Students use balls and disks to prove the general formulas for sums of squares and cubes.
Connecting Research to Teaching: Making Student Thinking Public
Shari L. Stockero and Laura R. Van Zoest
Teachers often have students publicly share their mathematical thinking as part of classroom instruction. Before reading further, we invite you to stop and think about this practice by writing down your responses to the following two questions: