Esther M. H. Billings and Barbara A. Swartz
Erell Germia and Nicole Panorkou
We present a Scratch task we designed and implemented for teaching and learning coordinates in a dynamic and engaging way. We use the 5Es framework to describe the students' interactions with the task and offer suggestions of how other teachers may adopt it to successfully implement Scratch tasks.
Sherin Gamoran Miriam and James Lynn
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.
Karen S. Karp, Sarah B. Bush, and Barbara J. Dougherty
Try these meaningful alternative approaches to helping students make sense of word problems.
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.
Math is so much more than numbers.
Stefanie D. Livers, Kristin E. Harbour, and Lindsey Fowler
In our attempts to make a concept easier, we may hinder student learning.
Annie Perkins and Christy Pettis
Students are given a problem to break down rectangles.
Laurie Speranzo and Erik Tillema
Specific teacher moves and lesson planning can facilitate student empowerment in the middle school classroom.
Candace Joswick, Douglas H. Clements, Julie Sarama, Holland W. Banse, and Crystal A. Day-Hess
Modify activities according to these principles and suggestions.