Guiding questions and a task-analysis framework support teachers in using virtual manipulatives to enhance student understanding.
Teri N. Johnson and Stephen I. Tucker
During the past thirty years, various forms of technology have facilitated teaching and learning. Recently, touchscreen tablets are among the devices growing in popularity. Many mathematics apps are available; however, they vary in their usefulness for different users. Monitoring students' interactions with selected apps is important for teachers to do to ensure that earners are benefiting from technology integration. The Modification of Attributes, Affordances, Abilities, and Distance (MAAAD) for Learning Framework (see fig. 1) emerged from evaluations of students' interactions with educational technology (Tucker 2016). Teachers can use this framework to select apps for use in the classroom, formatively assess student understanding, and evaluate the appropriateness of tasks presented by apps.
Justifications, methods, and results compare two classes of students who used a new technique that ties together procedural fluency and conceptual understanding in a manner unlike other current strategies.
readers speak out
This opinion piece discusses how simplicity, ease, and efficiency—in the guise of shortcuts, tips, and packed procedures—kill mathematical reasoning.
Frieda Parker and Vida Treviño
This activity engages students in a lesson about algebraic relationships concerning groupings of hamburgers and French fries, coupled with full-page activity sheets.
Joanna B. Stegall and Jacquelynn A. Malloy
An algebra 1 teacher collaborated with two university researchers to develop vocabulary minilessons and peer discussions to support students in understanding and using algebraic language.
Cherie Lynn Ichinose and Armando M. Martinez-Cruz
A Diophantine equation engages mathematics students as they problem solve.
Jerilynn Lepak and Taren Going
In an eighth-grade classroom, the authors used the Connected Math Project curriculum and three essential components of an argument implied by Driscoll (1999) to adapt mathematical tasks to elicit written arguments that go beyond recounting steps.
Susan F. Zielinski and Michael Glazner
Help students stop making typical, persistent errors related to misconceptions about exponents, distribution, fraction simplification, and more.
MT's letters to the editor department. Readers comment on published articles and share their mathematical interests.