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Stephanie M. Butman

Research on students' learning has made it clear that learning happens through an interaction with others and through communication. In the classroom, the more students talk and discuss their ideas, the more they learn. However, within a one-hour period, it is hard to give everyone an equal opportunity to talk and share their ideas. Organizing students in groups distributes classroom talk more widely and equitably (Cohen and Lotan 1997).

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U.S. Postal Service box dimensions are explored

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Colleen Haberern

Students used a pinch of this (a 3D printer and geometry software) and a cup of that (various volume formulas) to complete a tiered task.

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Kathy E. Prummer, Julie M. Amador and Abraham J. Wallin

A scaling task that incorporates rectangular prisms can net an increase in students' geometric understanding.

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Edited by Stephen P. Smith and David Spangler

A cartoon involving pi (or 3.14….) is coupled with a full-page activity sheet.

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Math for Real: Packaging Golf Balls

“when will I ever use this?”

Randy Hall

A package of three golf balls provides the real-world scenario for this ratio and area activity.

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Shirley M. Matteson

Use this visual tool to plan lessons and assessments, diagnose gaps in students' conceptual knowledge, and help you and your students see connections within a particular lesson objective.

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Kimberly Sipes Hartweg

Building a rod raft allows students to make mathematical connections among a model, a table, a formula, and a graph.

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Higinio Dominguez

Learn how to help culturally diverse and socioeconomically disempowered students use problem posing to reflect their knowledge and gain insight into new knowledge.

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Robbie L. Higdon and Amanda G. Sawyer

When implementing STEM activities, such as model rockets blasting off or paper airplanes flying across the room, the mathematical or scientific content can get lost as we focus on the “wow factor.” However, meaningful learning experiences can be implemented anytime by employing the components of the 4E×2 instructional model. In essence, the model promotes students exploring their ideas before constructing an explanation for their concept, allowing the development of deeper understanding and connections with multiple conceptions.