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.
Manouchehri Azita, Ozturk Ayse and Sanjari Azin
Zachary A. Stepp
“It's a YouTube World” (Schaffhauser, 2017), and educators are using digital tools to enhance student learning now more than ever before. The research question scholars need to explore is “what makes an effective instructional video?”.
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.
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.
This article describes physical activities and modeling process through which–exponential patterns are understood and felt.
Gabriel Matney, Julia Porcella and Shannon Gladieux
This article shares the importance of giving K-12 students opportunities to develop spatial sense. We explain how we designed Quick Blocks as an activity to engage our students in both spatial reasoning and number sense. Several examples of students thinking are shared as well as a classroom dialogue.
A hands-on approach to studying quadratic functions emphasizes the engineering design process.
A flight simulator presents a new STEM slant on students' knowledge of linear equations.
Melissa A. Stoner, Kristin T. Stuby and Susan Szczepanski
By implementing high-impact activities, such as designing a school and a skate park, mathematical thinking can be linked to the engineering design process.
Toni M. Smith, Padmanabhan Seshaiyer, Nathalia Peixoto, Jennifer M. Suh, Graham Bagshaw and Laurena K. Collins
Two activities help develop students' understandings of rate of change and slope within STEM contexts.