With the publication of the National Council of Teachers of Mathematics' Curriculum Standards document in 1989, nurturing students' mathematical thinking secure a prominent place in the discourse surrounding school curriculum and instructional redesign. Although the standards document did not provide a definition for mathematical thinking, the authors highlighted processes that could support its development, including problem solving, communicating ideas, building and justifying arguments, and reasoning formally and informally about potential mathematical relationships. Less articulated were ways that mathematical thinking may be supported toward the development of proving and prooflike reasoning among students (Maher and Martino 1996).
Azita Manouchehri, Pingping Zhang and Jenna Tague
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.