Few high school students associate mathematics with playfulness. In this paper, we offer a series of lessons focused on the underlying algebraic structures of the Rubik's Cube. The Rubik's Cube offers students an interesting space to enjoy the playful side of mathematics, while appreciating mathematics otherwise lost in routine experiences.
Amanda Milewski and Daniel Frohardt
Christopher Harrow and Nurfatimah Merchant
Transferring fundamental concepts across contexts is difficult, even when deep similarities exist. This article leverages Desmos-enhanced visualizations to unify conceptual understanding of the behavior of sinusoidal function graphs through envelope curve analogies across Cartesian and polar coordinate systems.
We modify a traditional bouncing ball activity for introducing exponential functions by modeling the time between bounces instead of the bounce heights. As a consequence, we can also model the total time of bouncing using an infinite geometric series.
Joe F. Allison
When I was in graduate school, my math professor, using a straightedge and a compass, marked off a unit distance and then halved it. He said he could halve the exact ½ again and exactly get ¼. He was leading up to infinite series.
NCTM has provided rich resources through the publication of practitioner journals for decades and is now leading the way once again with a digital first dynamic publication focused on the learning and teaching of mathematics. This is a rich opportunity for teachers to engage, to learn and to go.
Margaret Cibes and James Greenwood
Short items from the media focus mathematics appropriate for classroom study.
Mary E. Pilgrim
A two-part calculus activity uses true-false questions and a descriptive outline designed to promote active learning.
The advent of dynamic geometry software has changed the way students draw, construct, and measure by using virtual tools instead of or along with physical tools. Use of technology in general and of dynamic geometry in particular has gained traction in mathematics education, as evidenced in the Common Core State Standards for Mathematics (CCSSI 2010).
D. Bruce Jackson
Given two slices of bread—a problem and the answer—students fill in the fixings: their own mathematics reasoning.
Agida G. Manizade and Marguerite M. Mason
When calculating the area of a trapezoid, students use a range of problem-solving strategies and measurement concepts.