Browse

You are looking at 1 - 10 of 10 items for :

  • Make sense of problems and persevere in solving them x
  • Refine by Access: All content x
Clear All
Restricted access

Amanda L. Cullen

Restricted access

Madelyn W. Colonnese

A teacher implements this type of personal prose in the classroom to help students make sense of fractions and communicate ideas.

Restricted access

Blake Peterson

Examining the covariation of triangle dimensions and area offers a geometric context that makes analyzing a piecewise function easier for students.

Restricted access

Jessica Pierson Bishop, Lisa L. Lamb, Ian Whitacre, Randolph A. Philipp, and Bonnie P. Schappelle

Are your students negative about integers? Help them experience positivity and joy doing integer arithmetic!

Restricted access

Courtney Fox and Anna DeJarnette

This full unit in trigonometry introduces the world water crisis. Students engage in real-world problem-solving activities that access 21st-century skills while learning mathematics.

Restricted access

Kate Degner

Using question 28 from the May Problems to Ponder in volume 114, the author and her seventh- and eighth-grade students launched into a discussion of creativity, linearity, piecewise, and recursive definitions of functions. This pattern to ponder provided rich mathematical opportunities for all students in my middle school classroom.

Restricted access

Molly Rawding and Steve Ingrassia

Problems to Ponder provides 28 varying, classroom-ready mathematics problems that collectively span PK–12, arranged in the order of the grade level. Answers to the problems are available online. Individuals are encouraged to submit a problem or a collection of problems directly to mtlt@nctm.org. If published, the authors of problems will be acknowledged.

Restricted access

Caroline Byrd Hornburg, Heather Brletic-Shipley, Julia M. Matthews, and Nicole M. McNeil

Modify arithmetic problem formats to make the relational equation structure more transparent. We describe this practice and three additional evidence-based practices: (1) introducing the equal sign outside of arithmetic, (2) concreteness fading activities, and (3) comparing and explaining different problem formats and problem-solving strategies.

Restricted access

Enrique Ortiz

Restricted access

Beth L. MacDonald, Diana L. Moss,, and Jessica H. Hunt

In this article, we explore how playing with dominoes not only requires students to count but also to subitize when constructing number and operations.