Each month, this section of the problem solvers department showcases students' in-depth thinking and discusses the classroom results of using problems presented in previous issues of Teaching Children Mathematics. In the problem from the December 2015/January 2016 issue, the task that integrates students' understanding of shapes and their properties and reflections. Students must determine which shapes can be reflected over a line so that the original shape and its reflection form specified figures.
L. Marrie Lasater, firstname.lastname@example.org, spent thirty-six years teaching elementary school and co-authored Math in Action for K–2 and 3–5. She now works with graduate interns at Middle Tennessee State University and enjoys giving professional development workshops.
Andy Roach, email@example.com, is a fourth-grade math teacher at McFadden School of Excellence, an academic magnet school in Murfreesboro, Tennessee. He is interested in the teaching and learning of mathematics using a student-centered holistic approach.
Sarah Quebec Fuentes, firstname.lastname@example.org, is an associate professor of mathematics education at Texas Christian University (TCU) in Fort Worth. She is interested in the teaching and learning of mathematics for understanding; her research projects focus on classroom discourse, teacher knowledge, mathematics curriculum materials, teacher self-efficacy, collaboration, and developing fraction sense.
Edited by J. Matt Switzer, email@example.com, an assistant professor of mathematics education at TCU. Each month, this section of the department showcases classroom results of using problems presented in previous issues of Teaching Children Mathematics. Go to http://www.nctm.org/WriteForTCM to find submission guidelines for all departments.