Use these ideas to diagnose and address common conceptual obstacles that inhibit students' success.
Michelle Cirillo and Jenifer Hummer
Mika Munakata and Leslie A. Cheteyan
The walls along the walkway leading to Shanghai's Guilin Garden are lined with geometric panels. The following questions refer to the wall panels shown in photographs 1–8. When answering these questions, assume that the patterns continue in all directions.
Seán P. Madden
Greeley West High School (GWHS), named for the prominent American newspaper editor Horace Greeley, was designed by the architectural firm of John Shaver of Salina, Kansas. GWHS faculty and administration worked with the assistant principal, Bob Kula, to clarify for Shaver's firm their needs and expectations for the new building; construction was completed in 1965. Kula later served as a school projects adviser for Shaver's firm.
Sarah A. Roller, Elizabeth P. Cunningham, and Katherine Ariemma Marin
Use photographs as a formative assessment tool.
Jill M. Raisor and Rick A. Hudson
Exploring structure through the use of a familiar object allows very young children to develop an understanding of several concepts at one time.
Joanne C. Caniglia
The stunning natural beauty of Arizona, New Mexico, southern Colorado, and Utah is indicative of the American Southwest and is reflected in Southwestern baskets. Many Southwestern basket weavers use coiling as their method of construction (see fig. 1). The following problems relate mathematics to the art of basket weaving, with an emphasis on coiling.
Dittika Gupta and Lara K. Dick
Principles to Actions: Ensuring Mathematical Success for All (NCTM 2014) calls for integrating into the classroom real-world activities that connect mathematical ideas to other subjects and contexts. Motivated by the desire to make these connections, we devised a paper airplane design task to engage students in various STEM concepts.
Christina M. Krause
This Brief Report addresses the fundamental role that sign language plays in the mathematics classroom of deaf and hard-of-hearing (DHH) students. Selected findings are gathered from an ongoing study of signs and gestures used by DHH students and their teachers when encountering and communicating mathematical ideas at a German special-needs school that focuses on hearing and communication. The focus rests primarily on iconic aspects of mathematical ideas as reflected in the gestural–somatic modality of sign language. A categorization of iconicity in mathematical signs as used by the students is presented and used to reconstruct a case of meaning making in a Grade 5 geometry classroom. Insights gained from these observations lead beyond the DHH mathematics classroom by providing new perspectives on the interplay between language and communication, individual experience, and shared conceptualization.
To explore properties of quadrilaterals in a creative setting that focuses on discovery over memorization, assign your students the Wolves and Sheep problem.
A set of problems of many types.