Teachers can more productively use board work to scaffold joint sense making.
Using Public Records to Scaffold Joint Sense Making
Keith R. Leatham, Blake E. Peterson, Ben Freeburn, Sini W. Graff, Laura R. Van Zoest, Shari L. Stockero, and Nitchada Kamlue
Bodies in Motion: Exploring Dynamic Angles
A. Susan Gay, Jeanine Haistings, and Jason L. Rucker
The authors describe a fourth-grade lesson that promotes understanding of angle as a dynamic figure through use of a real-world tool used by physical therapists to measure joint motion.
Supporting Understanding Using Representations
Eric Cordero-Siy and Hala Ghousseini
Three deliberate teaching practices can help students strengthen multiple connections to a unifying concept.
Exploring Relative Size with Relative Risk
Surani Joshua, James Drimalla, Dru Horne, Heather Lavender, Alexandra Yon, Cameron Byerley, Hyunkyoung Yoon, and Kevin Moore
The Relative Risk Tool web app allows students to compare risks relating to COVID-19 with other more familiar risks, to make multiplicative comparisons, and to interpret them.
Using CODAP to Grow Students’ Probabilistic Reasoning
Draw on two simulations to introduce compound events and help your class make connections between experimental and theoretical probabilities.
Teaching Is a Journey: A Mathematical Journey to Istanbul
This department provides a space for current and past PK–12 teachers of mathematics to connect with other teachers of mathematics through their stories that lend personal and professional support.
A Quadratic to a Quadratic? This Is New!
Michael S. Meagher, Michael Todd Edwards, and S. Asli Özgün-Koca
Using technology to explore a rich task, students must reconcile discrepancies between graphical and analytic solutions. Technological reasons for the discrepancies are discussed.
Incorporating Popular Media to Engage Students
Michelle Meadows and Joanne Caniglia
Portrayals in popular media offer ways to convey images of the mathematics field as both beautiful and powerful
Social and Creative Classrooms
Dan D. Meyer
Students use computers outside and inside of math classes and they enjoy them immeasurably more outside of math class. That's because, outside of class, they use their computers in ways that are creative and social. The same can and must be true about computers inside of math class.