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.
Student Engagement with the “Into Math Graph" Tool
Amanda K. Riske, Catherine E. Cullicott, Amanda Mohammad Mirzaei, Amanda Jansen, and James Middleton
Connecting Quadratics, Line Segments, Continued Fractions, and Matrices
Lee Melvin M. Peralta
One of the many benefits of teaching mathematics is having the opportunity to encounter unexpected mathematical connections while planning lessons or exploring ideas with students and colleagues. Consider the two problems in figure 1.
Investigating a Super-Bear
Clayton M. Edwards, Rebecca R. Robichaux-Davis, and Brian E. Townsend
Three inquiry-based tasks highlight the planning, classroom discourse, positive results, and growth in one class's journey.
Letters to the editor
May 2019 Calendar and Solutions
Edited by Anna F. DeJarnette
A monthly set of problems targets a variety of ability levels.
Prove It to Me!
Engage your learners through tasks proven to significantly promote reasoning and problem solving, which touch on many of the Mathematics Teaching Practices in Principles to Actions: Ensuring Mathematical Success for All. These tasks are discussed in this article, another installment in the series.
Spinning the Cube with Technologies
The rise of dynamic modeling and 3-D design technologies provides appealing opportunities for mathematics teachers to reconsider a host of pedagogical issues in mathematics education, ranging from motivation to application and from visualization to physical manipulation. This article reports on a classroom teaching experiment about cube spinning, integrating traditional tools, GeoGebra (www.geogebra.org), and 3-D design and printing technologies. It highlights the rich interplay between worthwhile mathematical tasks and the strategic use of diverse technologies in sustaining sense making and problem solving with a group of prospective teachers.
A Sumptuous Buffet of Mathematical Strategies
Low Chee Soon
Use freedom of choice to promote students' mathematical flexibility.
Karen D. Campe
There is a distinction between using technology as a tool for doing mathematical tasks and using it to develop conceptual understanding (Dick and Hollebrands 2011). In this article, the table feature of the TI-84 Plus graphing calculator is used in the second role, enabling students to participate in the reasoning and sense-making process. This article showcases four classroom activities that use tables as a dynamic tool for inquiry, applying numerical representations to algebraic, graphical, and geometric phenomena. Although these activities are presented using the TI-84 Plus CE graphing calculator, other calculator and computer platforms can be employed; see the Teacher Guide in more4U for details.