A hands-on approach to studying quadratic functions emphasizes the engineering design process.
Readers comment on published articles or offer their own mathematical ideas.
G. Patrick Vennebush and Diana Mata
Students analyze items from the media to answer mathematical questions related to the article. This month's clips discuss misrepresented formulas.
Donna M. Young
Students often view questions about polynomials—finding the zeros of a polynomial function, solving a polynomial equation, factoring a polynomial, or writing a polynomial function given certain properties—as discrete, unconnected processes. To address students' confusion about the many directions given for working with polynomial functions and to enable them to gain a true, conceptual understanding of polynomial functions, I created a graphic organizer (see fig. 1).
Jon D. Davis
Using technology to explore the coefficients of a quadratic equation leads to an unexpected result.
Daniel R. Ilaria, Matthew Wells and Daniel R. Ilaria
Students analyze items from the media to answer mathematical questions related to the article. This month's problems involve reading slopes from graphs, finding average rates of change, and interpreting linear graphs.
Lorraine M. Baron
Assessment tools–a rubric, exit slips–inform instruction, clarify expectations, and support learning.
A paper-folding problem is easy to understand and model, yet its solution involves rich mathematical thinking in the areas of geometry and algebra.
Heather Lynn Johnson, Peter Hornbein and Sumbal Azeem
A computer activity helps students make sense of relationships between quantities.
Michael J. Bossé, Kathleen Lynch-Davis, Kwaku Adu-Gyamfi and Kayla Chandler
Teachers can use rich mathematical tasks to measure students' conceptual understanding.