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Susie Katt and Megan Korponic

This document contains the actual problems for April 2020.

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George J. Roy, Jessica S. Allen and Kelly Thacker

In this paper we illustrate how a task has the potential to provide students rich explorations in algebraic reasoning by thoughtfully connecting number concepts to corresponding conceptual underpinnings.

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Erin E. Krupa, Mika Munakata and Karmen Yu

Can you remember your typical elementary school field day? In this article, we provide details on hosting a mathematics field day, focused on embedding rich mathematics into authentic fun-filled field day experiences.

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Edited by Anna F. DeJarnette and Stephen Phelps

A monthly set of problems is aimed at a variety of ability levels.

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Michelle L. Meadows and Joanna C. Caniglia

Imagine that you and your language arts colleagues are teaching Edgar Allan Poe's short story, “The Pit and the Pendulum.” This thrilling story takes us to the Inquisition during which a prisoner is surrounded by hungry rats and bound to a table while a large pendulum slowly descends. The prisoner believes that the pendulum is 30-40 feet long and estimates that it should take about 10-12 swings before he is hit, leaving him with about a minute or a minute and a half to escape. Are his estimations correct? If so, will he make it out in time?

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Christina M. Krause

This Brief Report addresses the fundamental role that sign language plays in the mathematics classroom of deaf and hard-of-hearing (DHH) students. Selected findings are gathered from an ongoing study of signs and gestures used by DHH students and their teachers when encountering and communicating mathematical ideas at a German special-needs school that focuses on hearing and communication. The focus rests primarily on iconic aspects of mathematical ideas as reflected in the gestural–somatic modality of sign language. A categorization of iconicity in mathematical signs as used by the students is presented and used to reconstruct a case of meaning making in a Grade 5 geometry classroom. Insights gained from these observations lead beyond the DHH mathematics classroom by providing new perspectives on the interplay between language and communication, individual experience, and shared conceptualization.

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MT's letters to the editor department. Readers comment on published articles and share their mathematical interests.

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Claudia M. Bertolone-Smith and Linda Gillette-Koyen

Avoid off-task behavior, such as horseplay, rolling on the floor, and meowing, with a reliable routine that promotes students' thinking, communication, and social safety in sharing their ideas.

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Edited by Anna F. DeJarnette and Stephen Phelps

A monthly set of problems is aimed at a variety of ability levels.

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A cartoon involving equivalent fractions is coupled with a full-page activity sheet.