Deanna Pecaski McLennan
LouAnn H. Lovin
Moving beyond memorization of probability rules, the area model can be useful in making some significant ideas in probability more apparent to students. In particular, area models can help students understand when and why they multiply probabilities and when and why they add probabilities.
The Asked & Answered department shares excerpts from discussion threads on the online MyNCTM community. In this issue, featured threads highlight responses to members' questions related to mathematical depth in preschool, spiral review in the upper elementary grades, ideas for differentiation in middle school, and projects for high school algebra.
Julie M. Amador, David Glassmeyer, and Aaron Brakoniecki
This article provides a framework for integrating professional noticing into teachers' practice as a means to support instructional decisions. An illustrative example is included based on actual use with secondary students.
The Asked & Answered department shares excerpts from discussion threads on the online MyNCTM community. In this issue, featured threads highlight responses to members' questions regarding 1st grade number sense, multiplication and division of fractions, issues of definition and precision related to circles, and the value of rationalizing denominators.
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.
Anjali Deshpande and Shannon Guglielmo
Using surveys and focus groups in an inquiry project, the authors learned that four research-based pedagogical moves improved their teaching and inspired students to persist in problem solving.