Students analyze items from the media to answer mathematical questions related to the article.
Cara Hubbell and Steve Phelps
Steve Phelps and Michael Todd Edwards
Mathematics teaching has always been a curious blend of the old and the new. As the use of technology becomes more commonplace in school classrooms, this blend becomes even more pronounced. When teachers and students revisit traditional topics using technology, they are afforded opportunities to connect mathematical ideas in powerful, previously unimagined ways. The National Council of Teachers of Mathematics (NCTM) captures the importance of connections clearly in its Principles and Standards for School Mathematics (2000): “The notion that mathematical ideas are connected should permeate the school Technologymathematics experience at all levels. As students progress through their school mathematics experience, their ability to see the same mathematical structure in seemingly different settings should increase” (p. 64).
Michael Todd Edwards and Steve Phelps
Without question, students live in an increasingly data-driven world. Data analysis plays a prominent role in various facets of modern life: Schools evaluate and revise programs on the basis of test scores; policymakers make decisions on the basis of information gleaned from polling data; supermarkets stock shelves on the basis of data collected at checkout lanes. Not surprisingly, this increased reliance on data has significantly influenced the teaching and learning of school mathematics. The study of data analysis and probability—a rarity in the secondary school curriculum twenty years ago (Boland and Nicholson 1996)—is now commonplace.
Jeffrey J. Wanko, Michael Todd Edwards and Steve Phelps
The Measure-Trace-Algebratize (MTA) approach allows students to uncover algebraic relationships within familiar geometric objects.
Michael Todd Edwards, James Quinlan, Suzanne R. Harper, Dana C. Cox and Steve Phelps
This approach to determining measures of angles fosters stronger understanding of formal proof.