One-straight-cut activities engage middle-school students in learning about symmetry and geometric transformations.
Encouraging Students to LOVE MATH with One-Straight-Cut Letters
Yi-Yin (Winnie) Ko, Connor A. Goodwin, Lauren Ream, and Grace Rebber
Varying the Intensity of Scaffolding for English Learners
Haiwen Chu, Jill Neumayer DePiper, and Leslie Hamburger
Vary the intensity of pedagogical scaffolding along three dimensions—grouping, structure, and language—with the same rigorous prompt.
It’s Off the Screen: Unearthing Megagons Through Technology
Sean Nank, Jaclyn M. Murawska, and Steven J. Edgar
Mathematical action technology can foster equitable student discourse. Students engage in cycles of proof to create, test, and revise conjectures through dynamic exploration of the Pythagorean theorem.
Student Engagement with the “Into Math Graph" Tool
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.
Structuring Boardspace to Facilitate Repeated Reasoning
William DeLeeuw, Samuel Otten, and Ruveyda Karaman Dundar
The planful use of boardspace can help move the structure and regularity to the visual realm and make it more readily perceivable by students.
Supporting Probability Understanding through Area Models
LouAnn H. Lovin
Moving beyond memorization of probability rules, the area model can be useful in making some significant ideas in probability more apparent to students. In particular, area models can help students understand when and why they multiply probabilities and when and why they add probabilities.
What's in a Name? Language Use as a Mirror into Your Teaching Practice
Tracy E. Dobie and Miriam Gamoran Sherin
Language is key to how we understand and describe mathematics teaching and learning. Learning new terms can help us reflect on our practice and grow as teachers, yet may require us to be intentional about where and how we look for opportunities to expand our lexicons.
Noticing before Responding
Julie M. Amador, David Glassmeyer, and Aaron Brakoniecki
This article provides a framework for integrating professional noticing into teachers' practice as a means to support instructional decisions. An illustrative example is included based on actual use with secondary students.
Using Scratch Programming to Explore Coordinates
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.
Leveraging Interactive Geometry Software to Prompt Discussion
Priya V. Prasad
Assess the robustness of students’ understanding of polygons and move students beyond drawing to constructing geometric shapes.