This article describes how fortuitous mathematical moments should be noticed, encouraged, embraced, and capitalized upon.
Looking for Math in All the Right Places!
Five Core Routines for Teaching Mathematics Outside
Katherine Baker, Scott A. Morrison, and Mirella F. Cisneros Perez
Integrating mathematics and nature offers students benefits for physical and mental health and enriches their learning.
Student Engagement with the “Into Math Graph" Tool
Amanda K. Riske, Catherine E. Cullicott, Amanda Mohammad Mirzaei, Amanda Jansen, and James Middleton
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.
A series of tasks encourage students to reflect on the reasonableness of their number sense and use benchmarks to refine their estimations.
Technology Continues to Evolve
Over the past 100 years, technology has evolved in unprecedented fashion. Calculators, computers, and smart phones have become ubiquitous, yet school mathematics experiences for many children still remain without many powerful technological tools for the exploration of mathematics. We consider the evolution of some tools as we imagine a future.
Odd Shape Out
big solutions to little problems
Jo Ann Cady and Pamela Wells
Solutions to a previous Solve It problem are discussed, and the procedures used with problem solving are explored.
Quilt Block Symmetries
Matt B. Roscoe and Joe Zephyrs
Pull on the threads of congruence and similarity in a series of lessons that explores transformational geometry.
Cartoon Corner: Presidential Puzzlers
A cartoon involving presidential birth dates is coupled with a full-page activity sheet.
Hook and Hold
Jennifer R. Brown
Set sail to explore powerful ways to use anchor charts in mathematics teaching and learning.
Mathematical Explorations: A New Twist on Collaborative Learning
Stephanie M. Butman
Research on students' learning has made it clear that learning happens through an interaction with others and through communication. In the classroom, the more students talk and discuss their ideas, the more they learn. However, within a one-hour period, it is hard to give everyone an equal opportunity to talk and share their ideas. Organizing students in groups distributes classroom talk more widely and equitably (Cohen and Lotan 1997).