In this article we illustrate how one teacher used PhET cannonball simulation as an instructional tool to improve students' algebraic reasoning in a fifth grade classroom. Three instructional phases effective to implementation of simulation included: Free play, Structured inquiry and, Synthesizing ideas.
Manouchehri Azita, Ozturk Ayse, and Sanjari Azin
May 2020 For the Love of Mathematics Jokes
Using technology to solve triangle construction problems, students apply their knowledge of points of concurrency, coordinate geometry, and transformational geometry.
Chris Harrow and Lillian Chin
Exploration, innovation, proof: For students, teachers, and others who are curious, keeping your mind open and ready to investigate unusual or unexpected properties will always lead to learning something new. Technology can further this process, allowing various behaviors to be analyzed that were previously memorized or poorly understood. This article shares the adventure of one such discovery of exploration, innovation, and proof that was uncovered when a teacher tried to find a smoother way to model conic sections using dynamic technology. When an unexpected pattern regarding the locus of an ellipse's or hyperbola's foci emerged, he pitched the problem to a ninth grader as a challenge, resulting in a marvelous adventure for both teacher and student. Beginning with the evolution of the ideas that led to the discovery of the focal locus and ending with the significant student-written proof and conclusion, we hope to inspire further classroom use of technology to enhance student learning and discovery.
Barbara M. Kinach
The meaningful use of symbols links context and generality.
John H. Lamb
Vector properties and the birds' frictionless environment help students understand the mathematics behind the game.
Wendy B. Sanchez
Educating students—for life, not for tests—implies incorporating open-ended questions in your teaching to develop higher-order thinking.
Four graphing calculator games to entice your students to learn mathematics.
Jeremy S. Zelkowski
Do you always have to check your answers when solving a radical equation?
Michael Todd Edwards, Suzanne R. Harper, and Dana C. Cox
The Meeting for Lunch problem exemplifies how standards provide more than an outline of daily activities for an entire school year.