José N. Contreras
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 firstname.lastname@example.org. If published, the authors of problems will be acknowledged.
Rick Anderson and Peter Wiles
Recognizing the complex nature of students’ geometric reasoning, we present guidelines and suggestions for implementing a Guess My Shape minilesson that focuses students’ attention on properties and attributes of geometric shapes.
Derek A. Williams, Kelly Fulton, Travis Silver, and Alec Nehring
A two-day lesson on taxicab geometry introduces high school students to a unit on proof.
Deanna Pecaski McLennan
For the Love of Mathematics
Nat Banting and Chad Williams
This article examines the mathematical activity of five-year-old Liam to explore the difference between the mathematics games designed for children and the children's games that emerge through playful activity. We propose that this distinction is a salient one for teachers observing mathematical play for evidence of mathematical sense making.
Amanda Milewski and Daniel Frohardt
Few high school students associate mathematics with playfulness. In this paper, we offer a series of lessons focused on the underlying algebraic structures of the Rubik's Cube. The Rubik's Cube offers students an interesting space to enjoy the playful side of mathematics, while appreciating mathematics otherwise lost in routine experiences.
May 2020 For the Love of Mathematics Jokes
Matt Enlow and S. Asli Özgün-Koca
This month's Growing Problem Solvers focuses on Data Analysis across all grades beginning with visual representations of categorical data and moving to measures of central tendency using a “working backwards” approach.
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.