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.
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Student Engagement with the “Into Math Graph" Tool
Amanda K. Riske, Catherine E. Cullicott, Amanda Mohammad Mirzaei, Amanda Jansen, and James Middleton
Odd Shape Out
big solutions to little problems
Jo Ann Cady and Pamela Wells
Solutions to a previous Solve It problem are discussed, and the procedures used with problem solving are explored.
Palette of Problems
Joel Amidon and Matt Roscoe
A monthly set of problems is aimed at a variety of ability levels.
Palette of Problems – May 2014
Joel Amidon and Matt Roscoe
A monthly set of problems is aimed at a variety of ability levels.
Radical Thoughts on Simplifying Square Roots
Kyle T. Schultz and Stephen F. Bismarck
A geometric approach using exact square manipulatives can promote an understanding of the algorithm to dismantle radical expressions.
Can We Cross the Street in Time?
Carole E. Greenes, Mary C. Cavanagh, Jenny K. Tsankova, and Florence A. Glanfield
Students stroll through distance, rate, and time experiments on the road to strengthening their understanding of proportionality.
Mathematical Explorations: Understanding Geometry and Measurement through Service-Learning
classroom-ready activities
Susan C. Gillmor and Samantha A. Rabinowicz
A service-learning activity that is tied to geometry concludes with a donation to a community food drive.
Works of Art
Terri L. Kurz and Barbara Bartholomew
To support mathematical investigations, use this framework to guide students in constructing art-based and technology-based literature.
Framing Measurement: An Art Gallery Installation
Sarah B. Bush, Karen S. Karp, Victoria Miller Bennett, Liz Popelka, and Jennifer Nadler
An interdisciplinary activity connects mathematics and art from The Barnes Foundation museum in Philadelphia.
Become an Escher Sleuth
classroom-ready activities
Linda L. Cooper, Sandy M. Spitzer, and Ming C. Tomayko
Students discover why certain regular polygons tessellate and how M. C. Escher translated and rotated modifications of polygons to create tessellations.
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