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Carolyn James, Ana Casas, and Douglas Grant

Encouraging students to justify earlier as they attempt to solve an open-ended task can lead to greater understanding and engagement.

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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).

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Ryota Matsuura and Yu Yan Xu

This activity involves finding the distance between two points in a coordinate plane and emphasizes reasoning from repeated calculations, which is one of the mathematical practices specified by the Common Core State Standards for Mathematics.

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Hyewon Chang and Barbara J. Reys

Using Clairaut's historic-dynamic approach and dynamic geometry tools in middle school can develop students' conceptual understanding before they encounter formal proof in geometry.

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Cory A. Bennett

Address the needs of diverse learners with a class structure that is designed around a crime scene theme and based on student choice and perceptions of the math being studied.

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Dana C. Cox and Jane-Jane Lo

Incorporate simple and complex figures, distortion and proportion, and visual reasoning into your discussion of similarity.

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Kristen N. Bieda and Jerilynn Lepak

Research explores how to help students build from, instead of building with, examples when justifying mathematical ideas.

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Math for Real: Packaging Golf Balls

“when will I ever use this?”

Randy Hall

A package of three golf balls provides the real-world scenario for this ratio and area activity.