“It's a YouTube World” (Schaffhauser, 2017), and educators are using digital tools to enhance student learning now more than ever before. The research question scholars need to explore is “what makes an effective instructional video?”.
Zachary A. Stepp
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.
Over the past 100 years, technology has evolved in unprecedented fashion. Calculators, computers, and smart phones have become ubiquitous, yet school mathematics experiences for many children still remain without many powerful technological tools for the exploration of mathematics. We consider the evolution of some tools as we imagine a future.
The paper discusses technology that can help students master four triangle centers -- circumcenter, incenter, orthocenter, and centroid. The technologies are a collection of web-based apps and dynamic geometry software. Through use of these technologies, multiple examples can be considered, which can lead students to generalizations about triangle centers.
NCTM has provided rich resources through the publication of practitioner journals for decades and is now leading the way once again with a digital first dynamic publication focused on the learning and teaching of mathematics. This is a rich opportunity for teachers to engage, to learn and to go.
Lee Melvin M. Peralta
One of the many benefits of teaching mathematics is having the opportunity to encounter unexpected mathematical connections while planning lessons or exploring ideas with students and colleagues. Consider the two problems in figure 1.
Low Chee Soon
Use freedom of choice to promote students' mathematical flexibility.
Karen D. Campe
There is a distinction between using technology as a tool for doing mathematical tasks and using it to develop conceptual understanding (Dick and Hollebrands 2011). In this article, the table feature of the TI-84 Plus graphing calculator is used in the second role, enabling students to participate in the reasoning and sense-making process. This article showcases four classroom activities that use tables as a dynamic tool for inquiry, applying numerical representations to algebraic, graphical, and geometric phenomena. Although these activities are presented using the TI-84 Plus CE graphing calculator, other calculator and computer platforms can be employed; see the Teacher Guide in more4U for details.