An escape room can be a great way for students to apply and practice mathematics they have learned. This article describes the development and implementation of a mathematical escape room with important principles to incorporate in escape rooms to help students persevere in problem solving.
Micah S. Stohlmann
Manouchehri Azita, Ozturk Ayse, and Sanjari Azin
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.
Amanda Milewski and Daniel Frohardt
Christopher Harrow and Ms. Nurfatimah Merchant
Transferring fundamental concepts across contexts is difficult, even when deep similarities exist. This article leverages Desmos-enhanced visualizations to unify conceptual understanding of the behavior of sinusoidal function graphs through envelope curve analogies across Cartesian and polar coordinate systems.
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?”.
Micah S. Stohlmann
Dude Perfect has one of the most popular YouTube channels in the United States. An example mathematical activity connected to a Dude Perfect video is described along with the incorporation of assessing and advancing questions.
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.
Siddhi Desai and Farshid Safi
Traditionally, high school geometry has focused on the study of two- and three-dimensional figures, postulates, measurements (NCTM, 2018). Through connecting geometry, art, cultures, and mathematics, we can create opportunities for students to experience the joy and beauty of mathematics that can help to foster and/or extend other connected concepts.
Wendy B. Sanchez and David M. Glassmeyer
In this 3-part activity, students use paper-folding and an interactive computer sketch to develop the equation of a parabola given the focus and directrix.
Maria L. Hernández, Rachel Levy, Mathew D. Felton-Koestler, and Rose Mary Zbiek
Ideas from the GAIMME report illustrate how teachers can engage students in the modeling process.