A four-phase process and three principles for building a mathematics learning community use rich discussion of student work.
Jeremy F. Strayer, James B. Hart and Sarah K. Bleiler-Baxter
Kelly W. Edenfield
As we design curriculum programs based on CCSSM, we need to be careful when we consider the inclusion of some “nonessential” standards.
Lorraine A. Jacques
Teachers have what they need-students, a data projector or an interactive whiteboard, and connection to the Internet. Teachers know what they want-students observing mathematics in action, making conjectures, and supporting their conjectures with solid reasoning. However, when using applets, teachers quickly encounter two difficulties: how to choose them and how to use them.
A wonderful experience occurred in a class that I was teaching recently. It was a precalculus class, the last period of the day. The local university had brought over its cadre of preservice secondary school mathematics teachers to observe my class, so there were twenty-four additional eyes on me that day.
Kien H. Lim
Meaningful context motivates students to appreciate the usefulness of variables, expressions, equations, and symbolic transformations.
Frank C. Wilson, Scott Adamson, Trey Cox and Alan O'Bryan
Our teachers misled us, but we don't blame them. They were only teaching what was in the textbook. And as new teachers—because of our lack of experience and our reliance on the textbook—we continued to teach the procedure we had learned as students. It wasn't until we began writing textbooks ourselves (Wilson 2007; Wilson et al. forthcoming) that we were compelled to confront the inverse function falsehoods in our intellectual past. These contradictions were difficult to detect because they were broadly accepted and perpetuated in widely used textbooks
Amy F. Hillen and LuAnn Malik
A card-sorting task can help students extend their understanding of functions and functional relationships.
A set of problems of many types.
A set of problems of many types