While filling vases with water and observing volume and height relationships, students learn the fundamentals of functions.
Ann C. McCoy, Rita H. Barger, Joann Barnett and Emily Combs
Toni M. Smith, Padmanabhan Seshaiyer, Nathalia Peixoto, Jennifer M. Suh, Graham Bagshaw and Laurena K. Collins
Two activities help develop students' understandings of rate of change and slope within STEM contexts.
Signe E. Kastberg, Beatriz S. D'Ambrosio, Kathleen Lynch-Davis, Alexia Mintos and Kathryn Krawczyk
A Cherry Syrup problem can build links between ratio and graphing.
a good idea in a small package
Leigh Haltiwanger, Robert M. Horton and Brooke Lance
Making mathematics meaningful is a challenge that all math teachers endeavor to meet. As math teachers, we spend countless hours crafting problems that will energize students and help them connect mathematical topics to their everyday lives. Being successful in our efforts requires that we allow students to explore ideas before we provide explanations and demands that we ask questions to promote a depth of thinking and reasoning that would not occur without such probing (Marshall and Horton 2009).
Karine S. Ptak
To maximize classroom time spent on practice and concept attainment, a teaching team discarded traditional warm-up activities and homework assignments.
Matt B. Roscoe
Top-selling cars in America can be the catalyst that drives an analysis of data.
David A. Yopp
Track students' understanding of proportional reasoning by combining transformational geometry, similar-triangle reasoning, and linear relationships.
George J. Roy, Vivian Fueyo, Philip Vahey, Jennifer Knudsen, Ken Rafanan and Teresa Lara-Meloy
Although educators agree that making connections with the real world, as advocated by Principles to Actions: Ensuring Mathematical Success for All (NCTM 2014), is important, making such connections while addressing important mathematics is elusive. We have found, however, that math content coupled with the instructional strategy of predict, check, explain can bridge such real-world contexts. In so doing, this procedure supports the research-informed teaching practices of using evidence of student thinking and aiding meaningful mathematical discussion.
Jennifer Suh and Padmanabhan Seshaiyer
Skills that students will need in the twenty-first century, such as financial literacy, are explored in this classroom-centered research article.
Terri L. Kurz, Mi Yeon Lee, Sarah Leming and Wendy Landis
Algebraic reasoning is often promoted through an analysis of and generalizations about patterns that appear in mathematics, in nature, or in everyday situations (Driscoll 1999; Kieran 2006; Lee 1996). In accordance with this tendency, the Common Core (CCSSI 2010) emphasizes finding patterns and expressing such regularity in repeated reasoning as an important mathematical practice. NCTM (2000) also recommends that students participate in patterning activities by asking them to describe numeric and geometric patterns; generalize patterns to predict what comes next while providing a rationale for their predictions; and represent patterns in multiple ways, including drawings, tables, symbols, and graphs.