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.
Amanda K. Riske, Catherine E. Cullicott, Amanda Mohammad Mirzaei, Amanda Jansen, and James Middleton
Stephanie M. Butman
Research on students' learning has made it clear that learning happens through an interaction with others and through communication. In the classroom, the more students talk and discuss their ideas, the more they learn. However, within a one-hour period, it is hard to give everyone an equal opportunity to talk and share their ideas. Organizing students in groups distributes classroom talk more widely and equitably (Cohen and Lotan 1997).
Pamela J. Dunston and Andrew M. Tyminski
Techniques for teaching mathematics terminology allow adolescents to expand their abstract reasoning ability and move beyond operations into problem solving.
Gloriana González and Anna F. DeJarnette
Students develop ownership and increase their understanding of mathematics when they are allowed to discuss alternative perspectives.
Kara J. Jackson, Emily C. Shahan, Lynsey K. Gibbons, and Paul A. Cobb
Consider four important elements of setting up challenging mathematics problems to support all students' learning.
research matters for teachers
Kristen N. Bieda and Jerilynn Lepak
Research explores how to help students build from, instead of building with, examples when justifying mathematical ideas.