This department accepts articles that examine mathematics education issues with the potential to stimulate the interest of TCM readers and cause them to think about an issue or consider a specific viewpoint about some aspect of mathematics education. This editorial analyzes and responds to viral Web posts that claimed to reveal the absurdity of math problems inspired by the Common Core.
Samuel Otten and Zandra de Araujo
Zandra de Araujo and William W. DeLeeuw
The Guess My Number game gets students out of their seats as they engage in questioning and numerical reasoning while using academic language. To begin, each student writes a secret number on a sticky note and tapes it onto another student's back. Students then meet with others in the classroom. For each meeting, they show one another the numbers on their backs and then ask one yes-no question to try to determine their number.
Amber G. Candela and Zandra de Araujo
In this growing problem solvers article, readers explore their impact on the environment with their use of straws through measurement and geometry. The sequence of tasks spans grades P-12 and we invite readers to explore real world contexts with mathematics.
Zandra de Araujo, Deborah Hanuscin and Samuel Otten
In this paper we discuss different ways teachers can integrate science and mathematics into their curriculum. In particular, we focus on science and mathematics integration via the disciplinary practices.
Kelly W. Edenfield and Zandra de Araujo
Large cacti called saguaros (pronounced so-WAH-ros) have astounding growth rates and long life spans. Kelly took a picture of Zandra standing next to a saguaro. They then wondered about the height and the age of the cactus in the photograph. Use the following information to help them satisfy their curiosity.
Samuel Otten, Wenmin Zhao, Zandra de Araujo and Milan Sherman
Teachers who are flipping instruction face the challenging task of selecting or creating high-quality videos for their students. This article presents a framework for evaluating videos and describes the benefits of including interactive features and considering options beyond lecture videos.
Andrew Izsák, Erik Jacobson, Zandra de Araujo and Chandra Hawley Orrill
Researchers have recently used traditional item response theory (IRT) models to measure mathematical knowledge for teaching (MKT). Some studies (e.g., Hill, 2007; Izsák, Orrill, Cohen, & Brown, 2010), however, have reported subgroups when measuring middle-grades teachers' MKT, and such groups violate a key assumption of IRT models. This study investigated the utility of an alternative called the mixture Rasch model that allows for subgroups. The model was applied to middle-grades teachers' performance on pretests and posttests bracketing a 42-hour professional development course focused on drawn models for fraction arithmetic. Results from psychometric modeling and evidence from video-recorded interviews and professional development sessions suggested that there were 2 subgroups of middle-grades teachers, 1 better able to reason with 3-level unit structures and 1 constrained to 2-level unit structures. Some teachers, however, were easier to classify than others.
Julie M. Amador, Anne Estapa, Zandra de Araujo, Karl W. Kosko and Tracy L. Weston
In an effort to elicit elementary preservice teachers' mathematical noticing, mathematics teacher educators at 6 universities designed and implemented a 3-step task that used video, writing, and animation. The intent of the task was to elicit preservice teachers' mathematical noticing–that is, noticing specific to mathematics content and how students reason about content. Preservice teachers communicated their noticing through both written accounts and selfcreated animations. Findings showed that the specific city of mathematical noticing differed with the medium used and that preservice teachers focused on different mathematical content across the methods sections, illuminating the importance for mathematics teacher educators understanding of the noticing practices of the preservice teachers with whom they work. This report includes implications for using the task in methods courses and modifying course instruction to develop noticing following task implementation.