As mathematical patterns become more complex, students' conditional reasoning skills need to be nurtured so that students continue to critique, construct, and persevere in making sense of these complexities. This article describes a mathematical task designed around the online version of the game Mastermind to safely foster conditional reasoning.
Sean P. Yee, George J. Roy and LuAnn Graul
Micah S. Stohlmann
An escape room can be a great way for students to apply and practice mathematics they have learned. This article describes the development and implementation of a mathematical escape room with important principles to incorporate in escape rooms to help students persevere in problem solving.
Angela T. Barlow
Editor Comments for May 2020 issue
Jennifer A. Czocher, Diana L. Moss and Luz A. Maldonado
Conventional word problems can't help students build mathematical modeling skills. on their own. But they can be leveraged! We examined how middle and high school students made sense of word problems and offer strategies to question and extend word problems to promote mathematical reasoning.
Amber G. Candela, Melissa D. Boston and Juli K. Dixon
We discuss how discourse actions can provide students greater access to high quality mathematics. We define discourse actions as what teachers or students say or do to elicit student contributions about a mathematical idea and generate ongoing discussion around student contributions. We provide rubrics and checklists for readers to use.
Ryan Seth Jones, Zhigang Jia and Joel Bezaire
Too often, statistical inference and probability are treated in schools like they are unrelated. In this paper, we describe how we supported students to learn about the role of probability in making inferences with variable data by building models of real world events and using them to simulate repeated samples.
Sandra M. Linder and Amanda Bennett
This article presents examples of how early childhood educators (prek-2nd grade) might use their daily read alouds as a vehicle for increasing mathematical talk and mathematical connections for their students.
We modify a traditional bouncing ball activity for introducing exponential functions by modeling the time between bounces instead of the bounce heights. As a consequence, we can also model the total time of bouncing using an infinite geometric series.
Dan D. Meyer
Students use computers outside and inside of math classes and they enjoy them immeasurably more outside of math class. That's because, outside of class, they use their computers in ways that are creative and social. The same can and must be true about computers inside of math class.
Krista L. Strand and Katie Bailey
K-5 teachers deepen their understanding of the Common Core content standards by engaging in collaborative drawing activities during professional development workshops.