One of the many benefits of teaching mathematics is having the opportunity to encounter unexpected mathematical connections while planning lessons or exploring ideas with students and colleagues. Consider the two problems in figure 1.
Lee Melvin M. Peralta
Low Chee Soon
Use freedom of choice to promote students' mathematical flexibility.
Karen D. Campe
There is a distinction between using technology as a tool for doing mathematical tasks and using it to develop conceptual understanding (Dick and Hollebrands 2011). In this article, the table feature of the TI-84 Plus graphing calculator is used in the second role, enabling students to participate in the reasoning and sense-making process. This article showcases four classroom activities that use tables as a dynamic tool for inquiry, applying numerical representations to algebraic, graphical, and geometric phenomena. Although these activities are presented using the TI-84 Plus CE graphing calculator, other calculator and computer platforms can be employed; see the Teacher Guide in more4U for details.
Peter Wiles, Travis Lemon, and Alessandra King
Students move from slides, flips, and turns into reasoning about the characteristics of rigid transformations.
Explore the creation of a unique problem-based learning (PBL) experience.
Each school year, students enter our classrooms with unique experiences and perspectives that ought to be shared. One year, I noticed a student in our school who used a wheelchair. When I saw how difficult it was for that student to navigate the ramps in our school, I began to think about a trigonometry lesson focused on accessibility. I wanted to use mathematics to explore what life was like—albeit to a minor degree—for those with disabilities. The lesson objective was to explore angles of incline in wheelchair ramps to determine whether such ramps truly offer accessibility.
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