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.
Amanda K. Riske, Catherine E. Cullicott, Amanda Mohammad Mirzaei, Amanda Jansen, and James Middleton
Anderson Norton, Jesse L. M. Wilkins, Michael A. Evans, Kirby Deater-Deckard, Osman Balci, and Mido Chang
Explore a new app that allows students to develop a more sophisticated understanding of fractions.
Katherine A. G. Phelps
Fourth- and fifth-grade learners can use differentiated number sets within CGI problem structures to add and subtract fractions with unlike denominators.
Pamela Edwards Johnson, Melissa Campet, Kelsey Gaber, and Emma Zuidema
Three preservice teachers used virtual manipulatives during clinical interviews with students of elementary school age. The technology exposed students' problem-solving strategies and mathematical understanding, promoting just-in-time teaching about the target content. The process of completing and reflecting on the interviews contributed to growth of the preservice teachers' technological pedagogical content knowledge.
Katie L. Anderson
Teachers share success stories and ideas that stimulate thinking about the effective use of technology in K–grade 6 classrooms. This article describes a set of lessons where sixth graders use virtual pattern blocks to develop proportional reasoning. Students' work with the virtual manipulatives reveals a variety of creative solutions and promotes active engagement. The author suggests that technology is most effective when coupled with worthwhile mathematical tasks and rich classroom discussions.
Patricia O'Donnell and Amanda Frick
Do you remember clever, energetic Speedy Gonzales, “the fastest mouse in all Mexico,” one of the animated characters in the Warner Brothers Looney Tunes cartoon series? This month our “math by the month” activities, reminiscent of the spirited Speedy, will have your students calling ¡Ándale! ¡Ándale! ¡Arriba! ¡Arriba! (colloquial Spanish for “Come on! Hurry up!”) as they ask for more problem-solving scenarios based on this month's racing theme.
Michael Todd Edwards and Suzanne R. Harper
Use photo editing software as a teaching tool to bring inaccessible polygon definitions within reach of your students' understanding.