iSTEM: Integrating Science Technology Engineering in the Mathematics authors share ideas and activities that stimulate student interest in the integrated fields of science, technology, engineering, and mathematics (STEM) in K'grade 6 classrooms. In this month's lesson, elementary school children in the primary grades learn to create symmetrical structures using wooden blocks. Student interviews and an observational rubric are used to assess the children. Extensions for intermediate elementary grades are provided.
Terri L. Kurz
Michelle Cirillo and Jenifer Hummer
Use these ideas to diagnose and address common conceptual obstacles that inhibit students' success.
Holland W. Banse, Natalia A. Palacios, Eileen G. Merritt and Sara E. Rimm-Kaufman
Eliminate obstacles to effective classroom communication with these research-tested suggestions.
M. Katherine Gavin and Karen G. Moylan
Research-based actions and practical ideas for implementation can help shape your differentiated instruction.
Lynn Columba, Thomas Hammond and Lanette Waddell
What is in a name? Actually, quite a lot of math! Join us as “math by the month” challenges students to apply their knowledge of data analysis, geometry, and algebraic thinking to solve this collection of math problems.
Lyn D. English, Steve Humble and Victoria E. Barnes
You, too, can design and implement math trails to promote active, meaningful, real-world mathematical learning beyond your classroom walls.
Jill M. Raisor and Rick A. Hudson
Exploring structure through the use of a familiar object allows very young children to develop an understanding of several concepts at one time.
Sarah A. Roller, Elizabeth P. Cunningham and Katherine Ariemma Marin
Use photographs as a formative assessment tool.
Joanne C. Caniglia
The stunning natural beauty of Arizona, New Mexico, southern Colorado, and Utah is indicative of the American Southwest and is reflected in Southwestern baskets. Many Southwestern basket weavers use coiling as their method of construction (see fig. 1). The following problems relate mathematics to the art of basket weaving, with an emphasis on coiling.
Christina M. Krause
This Brief Report addresses the fundamental role that sign language plays in the mathematics classroom of deaf and hard-of-hearing (DHH) students. Selected findings are gathered from an ongoing study of signs and gestures used by DHH students and their teachers when encountering and communicating mathematical ideas at a German special-needs school that focuses on hearing and communication. The focus rests primarily on iconic aspects of mathematical ideas as reflected in the gestural–somatic modality of sign language. A categorization of iconicity in mathematical signs as used by the students is presented and used to reconstruct a case of meaning making in a Grade 5 geometry classroom. Insights gained from these observations lead beyond the DHH mathematics classroom by providing new perspectives on the interplay between language and communication, individual experience, and shared conceptualization.