Growing Problem Solvers provides four original, related, classroom-ready mathematical tasks, one for each grade band. Together, these tasks illustrate the trajectory of learners' growth as problem solvers across their years of school mathematics.
GPS: Composing and Decomposing Shapes Across the Grades
Kyle Carpenter and Sarah Roller Dyess
Exploring Young Children’s Math Thinking in Sandcastle Building
Hannah Tan and Cynthia Lim
Children explore concepts of capacity and height measurement through sand play in nursery class.
GPS: Good Measures
Daniel K. Siebert and Monica G. McLeod
Growing Problem Solvers provides four original, related, classroom-ready mathematical tasks, one for each grade band. Together, these tasks illustrate the trajectory of learners’ growth as problem solvers across their years of school mathematics.
Adapt It! Adapting Stories and Technology for Engagement in Geometry
Karen L. Terrell, Dennis J. DeBay, and Valerie J. Spencer
A task to develop and provide access to mathematics for all.
Construct It! What’s in a Name? Collecting, Organizing, and Representing Data
Eva Thanheiser, Courtney Koestler, Amanda T. Sugimoto, and Mathew D. Felton-Koestler
Build a classroom community by building representations and visualizations of data related to students’ names.
Filling Vases and Making Tanks
Two classic hands-on tasks address conceptual understanding of functions. The tasks center student discourse and rough draft mathematics as students grapple with the relationship between input and output.
STEM and Social Consciousness
Krystal Jones Carter
A well-crafted classroom engineering challenge can effectively answer compelling questions about social and global responsibility.
Algebraic Thinking in the Context of Spatial Visualization
Arsalan Wares and David Custer
This pattern-related problem, appropriate for high school students, involves spatial visualization, promotes geometric and algebraic thinking, and relies on a no-cost computer software program.
Are We Preparing Agents of Change or Instruments of Inequity? Teaching Toward Antiracist Mathematics Teacher Education
Joel Amidon, Anne Marie Marshall, and Rebecca E. Smith
The authors began this work with the understandings that (a) there is no “neutral” when it comes to the teaching of mathematics, and (b) mathematics teacher educators need to do something to help produce teachers of mathematics that develop students’ relationships with mathematics and push against the inequities that exist both within and outside of the classrooms in which they will teach. In response, the authors created, deployed, and studied a learning module in an attempt to enact antiracist mathematics teacher education. The learning module activities, the findings about the learning from the prospective teachers who engaged in the module, and messages for mathematics teacher educators who want to engage in this work are shared.
See, Think, and Wonder Geoboard Art
Two original images were inspired by the use of an art studio app for digital drawings. This artistic process could be used to help created other original art and during See-Think-Wonder routines emphasizing meaningful observations and questioning skills.