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.
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Odd Shape Out
big solutions to little problems
Jo Ann Cady and Pamela Wells
Solutions to a previous Solve It problem are discussed, and the procedures used with problem solving are explored.
Matt B. Roscoe and Joe Zephyrs
Pull on the threads of congruence and similarity in a series of lessons that explores transformational geometry.
Lincoln Peirce
A cartoon involving presidential birth dates is coupled with a full-page activity sheet.
Jennifer R. Brown
Set sail to explore powerful ways to use anchor charts in mathematics teaching and learning.
Mathematical Explorations: A New Twist on Collaborative Learning
classroom-ready activities
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.
Johannah Nikula and Courtney L. Nelson
Careful attention to lesson design and implementation can make the opportunities to learn, which are described in the Common Core, viable for all students—including English language learners.
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.
Joel Amidon and Matt Roscoe
A monthly set of problems is aimed at a variety of ability levels.
