A monthly set of problems targets a variety of ability levels.
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Imani M. Goffney
Edited by Naima F. Goffney
My name is Naima Goffney, and I am an eleven-year-old seventh grader at Julius West Middle School. I am taking algebra 1 this year. I wanted to write the Math for Real because in math class I do not always think that what we are learning is related to the real world. At home, my mom shows me all the different ways I am mathematically smart, which makes me want to try harder in school during the “rougher” days. We can use math to know more about how to improve our skills and find the math we learn in school more interesting and more related to our real world as middle schoolers.
P. Reneé Hill-Cunningham
Hundreds of species of animals around the world are losing their habitats and food supplies, are facing extinction, or have been hunted or otherwise negatively influenced by humans. Students learn about some of these animals and explore multiple solution strategies as they solve this month's problems. Math by the Month features collections of short activities focused on a monthly theme. These articles aim for an inquiry or problem-solving orientation that includes four activities each for grade bands K–2, 3–4, and 5–6.
Sarah Ferguson
Explore the creation of a unique problem-based learning (PBL) experience.
Stephen Phelps
Edited by Anna F. DeJarnette
A monthly set of problems is aimed at a variety of ability levels.
Erin E. Krupa, Mika Munakata, and Karmen Yu
Can you remember your typical elementary school field day? In this article, we provide details on hosting a mathematics field day, focused on embedding rich mathematics into authentic fun-filled field day experiences.
Edited by Anna F. DeJarnette and Stephen Phelps
A monthly set of problems is aimed at a variety of ability levels.
Edited by Anna F. DeJarnette and Stephen Phelps
A monthly set of problems is aimed at a variety of ability levels.
James Hiebert, Dawn Berk, Emily Miller, Heather Gallivan, and Erin Meikle
We investigated whether the mathematics studied in 2 content courses of an elementary teacher preparation program was retained and used by graduates when completing tasks measuring knowledge for teaching mathematics. Using a longitudinal design, we followed 2 cohorts of prospective teachers for 3 to 4 years after graduation. We assessed participants' knowledge by asking them to identify mathematics concepts underlying standard procedures, generate multiple solution strategies, and evaluate students' mathematical work. We administered parallel tasks for 3 mathematics topics studied in the program and one mathematics topic not studied in the program. When significant differences were found, participants always performed better on mathematics topics developed in the program than on the topic not addressed in the program. We discuss implications of these findings for mathematics teacher preparation.
Lisa L. Poling, Nirmala Naresh, and Tracy Goodson-Espy
Real-life scenarios embedded in social, cultural, historical, and political contexts can help bridge a gap between critical mathematics education and mathematical modeling.
