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Sarah B. Bush

The success of Catalyzing Change is contingent on the preparation and experiences that students bring with them to high school—which is the role of middle schools. We have the shared responsibility of providing an equitable mathematics education for each and every student.

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Sarah B. Bush

I often think back to a vivid memory from my student-teaching experience. Then, I naively believed that the weeks spent with my first-year algebra class discussing and practicing the art of solving systems of linear equations by graphing, substitution, and elimination was a success. But just at that point the students started asking revealing questions such as “How do you know which method to pick so that you get the correct solution?” and “Which systems go with which methods?” I then realized that my instruction had failed to guide my students toward conceptualizing the big picture of linear systems and instead had left them with a procedure they did not know how to apply. At that juncture I decided to try this discovery-oriented lesson.

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Sarah B. Bush and Karen S. Karp

The mathematics found in the popular adolescent book and movie gives students another way to view probability.

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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.

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Daniel Edelen, Heather Simpson, and Sarah B. Bush

The incorporation of the “M” in STEAM must extend beyond simply a tool to address science and engineering standards (Authors, 2016; NCSM/NCTM, 2018). We present a mathematics- rich STEAM inquiry in which elementary students engaged in solving the issue of homelessness for one family in need.

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Lybrya Kebreab, Sarah B. Bush, and Christa Jackson

Mathematics education can be positioned as fertile ground for societal change. This article deconstructs the complex work of supporting students’ positive mathematical identities by introducing pedagogical fluency to embody equitable beliefs and practices.

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Sarah B. Bush, Maggie B. McGatha, and Jennifer M. Bay-Williams

Budgeting credit card debt and calculating college costs provide real-world mathematical contexts.

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Karen S. Karp, Sarah B. Bush, and Barbara J. Dougherty

Turn away from overgeneralizations and consider alternative terminology and notation to support student understanding.

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Sarah B. Bush, Judith Albanese, Karen S. Karp, and Matthew Karp

Seventh-grade students investigate area, surface area, volume, proportional thinking, number sense, and technology.

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Sarah B. Bush, Judith Albanese, and Karen S. Karp

Students engage in an activity of predicting, collecting, organizing, analyzing, and interpreting data by exploring the frequency of names that occur over three generations.