Browse

You are looking at 11 - 20 of 21 items for :

  • Time and Money x
Clear All
Restricted access

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.

Restricted access

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.

Restricted access

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.

Restricted access

Pi

Joe F. Allison

When I was in graduate school, my math professor, using a straightedge and a compass, marked off a unit distance and then halved it. He said he could halve the exact ½ again and exactly get ¼. He was leading up to infinite series.

Restricted access

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.

Restricted access

M. Kathleen Heid

Technological tools for mathematics instruction have evolved over the past fifty years. Some of these tools have opened the door to explorations of new mathematics. Features of others have made access to curricular mathematics more convenient. Thoughts on this evolution are shared.

Full access

Marian Dingle

When we consider the school experience from the student perspective, we are open to change our practices to embody the very principles in which we believe.

Restricted access

Nicholas H. Wasserman, Keith Weber, Timothy Fukawa-Connelly and Juan Pablo Mejía-Ramos

A 2D version of Cavalieri's Principle is productive for the teaching of area. In this manuscript, we consider an area-preserving transformation, “segment-skewing,” which provides alternative justification methods for area formulas, conceptual insights into statements about area, and foreshadows transitions about area in calculus via the Riemann integral.

Restricted access

The Asked & Answered department shares excerpts from discussion threads on the online MyNCTM community. In this issue, featured threads highlight responses to members' questions regarding 1st grade number sense, multiplication and division of fractions, issues of definition and precision related to circles, and the value of rationalizing denominators.

Restricted access

Ed Dickey

A personal reflection by Ed Dickey on the influence and legacy of NCTM's journals.