Clayton Edwards and Rebecca Robichaux-Davis
Examining the covariation of triangle dimensions and area offers a geometric context that makes analyzing a piecewise function easier for students.
Jessica Pierson Bishop, Lisa L. Lamb, Ian Whitacre, Randolph A. Philipp, and Bonnie P. Schappelle
Are your students negative about integers? Help them experience positivity and joy doing integer arithmetic!
Sandra Crespo, Patricio Herbst, Erin K. Lichtenstein, Percival G. Matthews, and Daniel Chazan
In this editorial, we focus on the movement within our field to attend more explicitly to issues of equity in mathematics education research. When Beatriz
Jenna R. O’Dell, Cynthia W. Langrall, and Amanda L. Cullen
An unsolved problem gets elementary and middle school students thinking and doing mathematics like mathematicians.
This article presents a philosophical and pragmatic critique of critical mathematics (CM) and current vocational mathematics (VM) in the United States. I argue that, despite differences, CM and VM advocates share the view that the inauthentic contextualization of secondary mathematics does particular harm to students from historically marginalized groups and that the subject therefore should be recontextualized to address their lived experiences and apparent futures. Drawing on sociological theory, I argue that, in being responsive to so-called authentic real-world concerns, CM and VM fail to be responsive to the self-referential principles and specialized discourses necessary for future study of mathematics and, as such, may further disempower the very students that CM and VM advocates seek to empower.
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.
Katherine Ariemma Marin and Natasha E. Gerstenschlager
Growing Problem Solvers provides four original, related, classroom-ready mathematical tasks, one for each grade band. Together, these tasks illustrate the trajectory of learners’ growth as problem solvers across their years of school mathematics.