Search Results

You are looking at 1 - 8 of 8 items for

  • Author or Editor: George J. Roy x
Clear All Modify Search
Restricted access

George J. Roy, Farshid Safi and LuAnn Graul

Ordering and analyzing stacks of cans give students experience connecting computation and algebraic reasoning.

Restricted access

George J. Roy, Thomas E. Hodges and LuAnn Graul

Students' mathematical intuition about estimation can serve as an entry point for tasks exploring measures of center.

Restricted access

Thomas E. Hodges, Malisa Johnson and George J. Roy

This fourth-grade task focuses on measures of center to build on students' intuitive thinking.

Restricted access

George J. Roy, Jennifer A. Eli, Hendrix Leslie and LuAnn Graul

During World War II, the Allied Forces were concerned with the monthly production of tires, tanks, and other military equipment in Germany (Flaspohler and Dinkheller 1999; Ruggles and Brodie 1947). Knowing these production totals was important for international security. To determine military production, the Allied Forces in England recruited individuals from a wide range of educational and occupational backgrounds to help analyze serial numbers found on military equipment and to analyze secret codes (Pioneer Productions 2014). We used this historical context to challenge a class of twenty-six seventh-grade students to imagine themselves as one of these codebreaking analysts while studying random samples and learning to draw inferences about a population (CCSSI 2010).

Restricted access

George J. Roy, Jessica S. Allen and Kelly Thacker

In this paper we illustrate how a task has the potential to provide students rich explorations in algebraic reasoning by thoughtfully connecting number concepts to corresponding conceptual underpinnings.

Restricted access

Sean P. Yee, George J. Roy and LuAnn Graul

As mathematical patterns become more complex, students' conditional reasoning skills need to be nurtured so that students continue to critique, construct, and persevere in making sense of these complexities. This article describes a mathematical task designed around the online version of the game Mastermind to safely foster conditional reasoning.

Restricted access

George J. Roy, Vivian Fueyo, Philip Vahey, Jennifer Knudsen, Ken Rafanan and Teresa Lara-Meloy

Although educators agree that making connections with the real world, as advocated by Principles to Actions: Ensuring Mathematical Success for All (NCTM 2014), is important, making such connections while addressing important mathematics is elusive. We have found, however, that math content coupled with the instructional strategy of predict, check, explain can bridge such real-world contexts. In so doing, this procedure supports the research-informed teaching practices of using evidence of student thinking and aiding meaningful mathematical discussion.

Restricted access

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.