Browse

You are looking at 1 - 10 of 18 items for :

  • Connections x
  • Perimeter/Area/Volume x
Clear All
Restricted access

Sean P. Yee, George J. Roy and LuAnn Graul

As mathematical patterns become more complex, students' conditional reasoning skills need to be nurtured so that students continue to critique, construct, and persevere in making sense of these complexities. This article describes a mathematical task designed around the online version of the game Mastermind to safely foster conditional reasoning.

Restricted access

Manouchehri Azita, Ozturk Ayse and Sanjari Azin

In this article we illustrate how one teacher used PhET cannonball simulation as an instructional tool to improve students' algebraic reasoning in a fifth grade classroom. Three instructional phases effective to implementation of simulation included: Free play, Structured inquiry and, Synthesizing ideas.

Restricted access

Angela T. Barlow

Editor Comments for May 2020 issue

Restricted access

Jennifer A. Czocher, Diana L. Moss and Luz A. Maldonado

Conventional word problems can't help students build mathematical modeling skills. on their own. But they can be leveraged! We examined how middle and high school students made sense of word problems and offer strategies to question and extend word problems to promote mathematical reasoning.

Restricted access

Amber G. Candela, Melissa D. Boston and Juli K. Dixon

We discuss how discourse actions can provide students greater access to high quality mathematics. We define discourse actions as what teachers or students say or do to elicit student contributions about a mathematical idea and generate ongoing discussion around student contributions. We provide rubrics and checklists for readers to use.

Restricted access

Ryan Seth Jones, Zhigang Jia and Joel Bezaire

Too often, statistical inference and probability are treated in schools like they are unrelated. In this paper, we describe how we supported students to learn about the role of probability in making inferences with variable data by building models of real world events and using them to simulate repeated samples.

Restricted access

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.

Restricted access

Krista L. Strand and Katie Bailey

K-5 teachers deepen their understanding of the Common Core content standards by engaging in collaborative drawing activities during professional development workshops.

Restricted access

Nicholas H. Wasserman, Keith Weber, Timothy Fukawa-Connelly and Juan Pablo Mejía-Ramos

A 2D version of Cavalieri's Principle is productive for the teaching of area. In this manuscript, we consider an area-preserving transformation, “segment-skewing,” which provides alternative justification methods for area formulas, conceptual insights into statements about area, and foreshadows transitions about area in calculus via the Riemann integral.

Restricted access

John K. Lannin, Delinda van Garderen and Jessica Kamuru

This manuscript discusses two important ideas for developing student foundational understanding of the number line: (a) student views of the number sequence, and (b) recognizing units on the number line. Various student strategies and activities are included.