The authors discuss digital equity from the perspective of using math action technologies to position all students as mathematics explorers.
Allison W. McCulloch, Jennifer N. Lovett, Lara K. Dick, and Charity Cayton
Deanna Pecaski McLennan
For the Love of Mathematics
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.
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.
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.
Nirmala Naresh and Bridget Royce
Students design game boards and gather experimental data to better understand the hidden mathematics in a common television game show.
Justin T. Burris
Compare how third graders think mathematically when using virtual versus concrete base-ten blocks to learn place-value concepts.
Terri L. Kurz and Barbara Bartholomew
To support mathematical investigations, use this framework to guide students in constructing art-based and technology-based literature.
Brandt S. Lapko
Teachers share success stories and ideas that stimulate thinking about the effective use of technology in K–grade 6 classrooms. This article describes how students can use available technology to communicate and share their thinking in popular media formats.