Principles to Actions: Ensuring Mathematical Success for All (NCTM 2014) gives teachers access to an insightful, research-informed framework that outlines ways to promote reasoning and sense making. Specifically, as students transition on their mathematical journey through middle school and beyond, their knowledge and use of representations should continually develop in complexity and scope. “[Students] will need to be able to convert flexibly among these representations. Much of the power of mathematics comes from being able to view and operate on objects from different perspectives” (NCTM 2000, p. 361). In fact, when students represent, discuss, and make connections among different mathematical ideas by using different methods, they engage in deeper sense making and improve their problem-solving skills while refining their mathematical understanding (Fuson, Kalchman, and Bransford 2005; Lesh, Post, and Behr 1987).
Farshid Safi and Siddhi Desai
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.
Aline Abassian and Farshid Safi
This article dives into the importance of engaging students in investigating the mathematics of businesses that pressure their members to recruit new members as a basis for success, also referred to as multi-level marketing (MLM). The mathematics behind these businesses are discussed, and a sample student task is given.
George J. Roy, Farshid Safi and LuAnn Graul
Ordering and analyzing stacks of cans give students experience connecting computation and algebraic reasoning.
Farshid Safi, Sarah B. Bush and Siddhi Desai
Students explore the idea of equal versus equivalent, then learn about the social, political, economic, and educational implications of gerrymandering.
George J. Roy, Sarah B. Bush, Thomas E. Hodges and Farshid Safi
Various strategies can help you build a classroom environment rich with mathematical discussion.