By examining ratios in paintings and using a free educational app, students can size up artists' use of proportional reasoning in their creations.
Sarah B. Bush, Karen S. Karp, Jennifer Nadler and Katie Gibbons
A cartoon exploring a problem about order of operations is coupled with a full-page activity sheet.
Sonalee Bhattacharyya, Nama Namakshi, Christina Zunker, Hiroko K. Warshauer and Max Warshauer
This activity engages students in problem solving while exploring key concepts of number theory, such as divisibility and divisibility tests, place value, fractions, and scale factors.
Sarah B. Bush, Judith Albanese and Karen S. Karp
Students engage in an activity of predicting, collecting, organizing, analyzing, and interpreting data by exploring the frequency of names that occur over three generations.
A cartoon involving presidential birth dates is coupled with a full-page activity sheet.
Stephanie M. Butman
Research on students' learning has made it clear that learning happens through an interaction with others and through communication. In the classroom, the more students talk and discuss their ideas, the more they learn. However, within a one-hour period, it is hard to give everyone an equal opportunity to talk and share their ideas. Organizing students in groups distributes classroom talk more widely and equitably (Cohen and Lotan 1997).
Joel Amidon and Matt Roscoe
A monthly set of problems is aimed at a variety of ability levels.
Margaret Rathouz, Nesrin Cengiz, Angela Krebs and Rheta N. Rubenstein
Tasks that have been developed to build a foundation for ratio meanings and language not only provide valuable information about student thinking but also support proportional reasoning.
Katherine E. Lewis
Mathematical learning disability (MLD) research often conflates low achievement with disabilities and focuses exclusively on deficits of students with MLDs. In this study, the author adopts an alternative approach using a response-to-intervention MLD classification model to identify the resources students draw on rather than the skills they lack. Detailed diagnostic analyses of the sessions revealed that the students understood mathematical representations in atypical ways and that this directly contributed to the persistent difficulties they experienced. Implications for screening and remediation approaches are discussed.
research matters for teachers
Formal notions of function, which appear in middle school, are discussed in light of how teachers might complement the input-output notion with a covariation perspective.