Moving beyond memorization of probability rules, the area model can be useful in making some significant ideas in probability more apparent to students. In particular, area models can help students understand when and why they multiply probabilities and when and why they add probabilities.
LouAnn H. Lovin
NCTM has provided rich resources through the publication of practitioner journals for decades and is now leading the way once again with a digital first dynamic publication focused on the learning and teaching of mathematics. This is a rich opportunity for teachers to engage, to learn and to go.
Jessica T. Ivy, Sarah B. Bush, and Barbara J. Dougherty
To promote reversibility and strengthen number sense, we created an engaging and novel rational number exploration, which promoted flexible and reflective thinking. A class of fifth-grade students took an active role in a collaborative learning task, discussed their strategies, revisited the task, and reflected on their self-constructed generalizations.
Courtney Starling and Ian Whitacre
Introduce your students to a fun and innovative game to encourage precise communication
Erin Turner, Amanda T. Sugimoto, Kathleen Stoehr, and Erica Kurz
Research-based strategies are described for supporting students as they mathematize real-world scenarios and create inequalities to model situations and contexts from their own lives.
Melissa D. Gunter
Writing about mathematics holds a wealth of benefits for students. When students are given opportunities to write in math class, it helps develop mathematical thinking and language (Carter 2009; McCarthy 2008; Yang 2005), encourages self-reflection (Carter 2009; Danielson 2010; O'Kelley 2013), and provides a better way to organize ideas (Linhart 2014; Rogers 2014). Many teachers incorporate journaling and other types of reflective writing into their instruction already (Sjoberg, Slavit, and Coon 2004; Sanders 2009), but what about other forms of writing? NCTM states the importance of writing, in that students in the middle grades should be “more explicit about basing their writing on a sense of audience and purpose” (NCTM 2000, p. 62). How can we help students develop this important skill in math class?.
Janet Sharp and Rachael M. Welder
Students notoriously struggle with division of fractions in 5 key areas. Hear what those 5 areas are and how recommendations address the limitations.
Amy F. Hillen and Tad Watanabe
Conjecturing is central to the work of reasoning and proving. This task gives fourth and fifth graders a chance to make conjectures and prove (or disprove) them.
Allison B. Hintz
Teachers can foster strategy sharing by attending to the cognitive demands that students experience while talking, listening, and making mistakes.
A cartoon highlighting growth of a retirement fund is coupled with a full-page activity sheet.