Capturing students' own observations before solving a problem propelled a culture of sense making by meeting needs typical of middle school learners.
Aaron M. Rumack and DeAnn Huinker
Lee Melvin M. Peralta
One of the many benefits of teaching mathematics is having the opportunity to encounter unexpected mathematical connections while planning lessons or exploring ideas with students and colleagues. Consider the two problems in figure 1.
Low Chee Soon
Use freedom of choice to promote students' mathematical flexibility.
Karen D. Campe
There is a distinction between using technology as a tool for doing mathematical tasks and using it to develop conceptual understanding (Dick and Hollebrands 2011). In this article, the table feature of the TI-84 Plus graphing calculator is used in the second role, enabling students to participate in the reasoning and sense-making process. This article showcases four classroom activities that use tables as a dynamic tool for inquiry, applying numerical representations to algebraic, graphical, and geometric phenomena. Although these activities are presented using the TI-84 Plus CE graphing calculator, other calculator and computer platforms can be employed; see the Teacher Guide in more4U for details.
Peter Wiles, Travis Lemon and Alessandra King
Students move from slides, flips, and turns into reasoning about the characteristics of rigid transformations.
Explore the creation of a unique problem-based learning (PBL) experience.
Edited by Brian Carvalho
You may have heard that if you are outside and see a flash of lightning, you can estimate the distance between you and the lightning strike fairly well by counting the number of seconds that pass between the lightning flash and the clap of thunder. The rule of thumb is that for every 5 seconds that pass before you hear the thunder, the lightning strike is 1 mile away.