The authors describe a fourth-grade lesson that promotes understanding of angle as a dynamic figure through use of a real-world tool used by physical therapists to measure joint motion.
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Nasim Chenari
This article describes how fortuitous mathematical moments should be noticed, encouraged, embraced, and capitalized upon.
Joshua David Jones
To be literate in a society where the information shared online is often exploited, learners should be exposed to multiple aspects of contemporary predictive modeling. Explore a lesson in which students learned an algorithm used in practice to automate the process of making recommendations.
Elisabeth Warden
Young adult literature can be used in secondary mathematics classrooms as a tool for students to develop and explore their own mathematical questions.
Hanan Alyami
During a Desmos activity, students adjust the measures of angles in radians to reposition a laser and a mirror so the beam passes through three stationary targets. The Radian Lasers activity can be extended to simulate project-based learning.
Alice Aspinall
This article describes how fortuitous mathematical moments should be noticed, encouraged, embraced, and capitalized upon.
Elizabeth G. Arnold, Elizabeth A. Burroughs, Mary Alice Carlson, Elizabeth W. Fulton, and Megan H. Wickstrom
Ear to the Ground features voices from several corners of the mathematics education world.
Paula Beardell Krieg
This article presents an example of discovering an idea through creative play. After some trial and error, I drew a wonderful image, which I later learned was a two-dimensional view of a four-dimensional shape called tesseract.
Xiaobo She and Timothy Harrington
Get familiar with this visual instructional tool to help students make sense of mathematical relationships and select suitable operations for word problems at varied grade levels.
Megan H. Wickstrom
Preservice elementary teachers (PSTs) often enter their teacher preparation programs with procedural and underdeveloped understandings of area measurement and its applications. This is problematic given that area and the area model are used throughout K–Grade 12 to develop flexibility in students’ mathematical understanding and to provide them with a visual interpretation of numerical ideas. This study describes an intervention aimed at bolstering PSTs’ understanding of area and area units with respect to measurement and number and operations. Following the intervention, results indicate that PSTs had both an improved ability to solve area tiling tasks as well as increased flexibility in the strategies they implemented. The results indicate that PSTs, similar to elementary students, develop a conceptual understanding of area from the use of tangible tools and are able to leverage visualizations to make sense of multiplicative structure across different strategies.
