We introduce the Into Math Graph tool, which students use to graph how “into" mathematics they are over time. Using this tool can help teachers foster conversations with students and design experiences that focus on engagement from the student’s perspective.
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Amanda K. Riske, Catherine E. Cullicott, Amanda Mohammad Mirzaei, Amanda Jansen, and James Middleton
Anderson Norton, Jesse L. M. Wilkins, Michael A. Evans, Kirby Deater-Deckard, Osman Balci, and Mido Chang
Explore a new app that allows students to develop a more sophisticated understanding of fractions.
Katherine A. G. Phelps
Fourth- and fifth-grade learners can use differentiated number sets within CGI problem structures to add and subtract fractions with unlike denominators.
Pamela Edwards Johnson, Melissa Campet, Kelsey Gaber, and Emma Zuidema
Three preservice teachers used virtual manipulatives during clinical interviews with students of elementary school age. The technology exposed students' problem-solving strategies and mathematical understanding, promoting just-in-time teaching about the target content. The process of completing and reflecting on the interviews contributed to growth of the preservice teachers' technological pedagogical content knowledge.
