Presenting examples of both correctly and incorrectly worked solutions is a practical classroom strategy that helps students counter misconceptions about algebra.
Karin E. Lange, Julie L. Booth and Kristie J. Newton
Wendy B. Sanchez
Educating students—for life, not for tests—implies incorporating open-ended questions in your teaching to develop higher-order thinking.
Amy F. Hillen and LuAnn Malik
A card-sorting task can help students extend their understanding of functions and functional relationships.
Marion D. Cohen
Studying mathematics-related fiction and poetry helps students develop an appreciation for both mathematics and literature and an understanding of the connection between the two.
Sherry L. Bair and Edward S. Mooney
Mathematical precision means more than accuracy in computation or procedures; it also means precision in language. The Common Core State Standards for Mathematics states, “Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning” (CCSSI 2010, p. 7). In our recent experience in working with teachers and students, we have noticed a trend toward teachers using informal, and often creative, language and terminology in an effort to connect with students and make mathematical procedures easier to remember.
Mark Pinkerton and Kathryn G. Shafer
An action research study focuses on the teaching strategies used to facilitate Problems of the Week.
Kelly Cline, Jean McGivney-Burelle and Holly Zullo
Voting in the classroom can engage students and promote discussion. All you need is a good set of questions.
Sarah D. Ledford, Mary L. Garner and Angela L. Teachey
Interesting solutions and ideas emerge when preservice and in-service teachers are asked a traditional algebra question in new ways.
Exploring even something as simple as a straight-line graph leads to various mathematical possibilities that students can uncover through their own questions.