Deanna Pecaski McLennan
Amanda K. Riske, Catherine E. Cullicott, Amanda Mohammad Mirzaei, Amanda Jansen, and James Middleton
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.
Manouchehri Azita, Ozturk Ayse, and Sanjari Azin
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.
May 2020 For the Love of Mathematics Jokes
Erell Germia and Nicole Panorkou
We present a Scratch task we designed and implemented for teaching and learning coordinates in a dynamic and engaging way. We use the 5Es framework to describe the students' interactions with the task and offer suggestions of how other teachers may adopt it to successfully implement Scratch tasks.
Hamilton L. Hardison and Hwa Young Lee
In this article, we discuss funky protractor tasks, which we designed to provide opportunities for students to reason about protractors and angle measure. We address how we have implemented these tasks, as well as how students have engaged with them.
Over the past 100 years, technology has evolved in unprecedented fashion. Calculators, computers, and smart phones have become ubiquitous, yet school mathematics experiences for many children still remain without many powerful technological tools for the exploration of mathematics. We consider the evolution of some tools as we imagine a future.
The paper discusses technology that can help students master four triangle centers -- circumcenter, incenter, orthocenter, and centroid. The technologies are a collection of web-based apps and dynamic geometry software. Through use of these technologies, multiple examples can be considered, which can lead students to generalizations about triangle centers.
Debasmita Basu, Nicole Panorkou, Michelle Zhu, Pankaj Lal, and Bharath K. Samanthula
We provide an example from our integrated math and science curriculum where students explore the mathematical relationships underlying various science phenomena. We present the tasks we designed for exploring the covariation relationships that underlie the concept of gravity and discuss the generalizations students made as they interacted with those tasks.
Lindsay Reiten and Susanne Strachota
A free tool encourages students to engage in the authentic practices of statistics and data analysis.