Ordering and analyzing stacks of cans give students experience connecting computation and algebraic reasoning.
George J. Roy, Farshid Safi and LuAnn Graul
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).
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.
Thomas E. Hodges, Malisa Johnson and George J. Roy
This fourth-grade task focuses on measures of center to build on students' intuitive thinking.
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.
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.
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.