Are your students negative about integers? Help them experience positivity and joy doing integer arithmetic!
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Jessica Pierson Bishop, Lisa L. Lamb, Ian Whitacre, Randolph A. Philipp, and Bonnie P. Schappelle
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.
Sabrina De Los Santos Rodríguez, Audrey Martínez-Gudapakkam, and Judy Storeygard
An innovative program addresses the digital divide with short, engaging videos modeling mathematic activities sent to families through a free mobile app.
Rachel B. Snider
Examples are an essential part of mathematics teaching and learning, used on a daily basis to teach and practice content. Yet, selecting good examples for teaching is complex and challenging. This article presents ideas to consider when selecting examples, drawn from a research study with algebra 2 teachers.
Anna F. DeJarnette and Gloriana González
Given the prominence of group work in mathematics education policy and curricular materials, it is important to understand how students make sense of mathematics during group work. We applied techniques from Systemic Functional Linguistics to examine how students positioned themselves during group work on a novel task in Algebra II classes. We examined the patterns of positioning that students demonstrated during group work and how students' positioning moves related to the ways they established the resources, operations, and product of a task. Students who frequently repositioned themselves created opportunities for mathematical reasoning by attending to the resources and operations necessary for completing the task. The findings of this study suggest how students' positioning and mathematical reasoning are intertwined and jointly support collaborative learning through work on novel tasks.
Sandra L. Laursen, Marja-Liisa Hassi, Marina Kogan, and Timothy J. Weston
Slow faculty uptake of research-based, student-centered teaching and learning approaches limits the advancement of U.S. undergraduate mathematics education. A study of inquiry-based learning (IBL) as implemented in over 100 course sections at 4 universities provides an example of such multicourse, multi-institution uptake. The study suggests the real-world promise of broad uptake of student-centered teaching methods that improve learning outcomes and, ultimately, student retention in college mathematics.
Have you ever noticed a gap between research and practice? How can research effect change in the classroom? The Connecting Research to Teaching department of Mathematics Teacher (MT) invites classroom teachers to explore research findings in relation to their practice. MT also invites education researchers to demonstrate how results from their studies shape classroom practice. Findings from collaborative action research projects are also encouraged. Evidence of connections from research to practice commonly includes student work and brief transcripts from interviews or classroom videos.
The Editorial Panel of Mathematics Teaching in the Middle School is seeking submissions for a department titled Informing Practice. The articles written for this section should entice and invite classroom teachers to learn about aspects of research that are closely related to their classroom practice.
Peter Kloosterman and Tracey L. J. Warren
Computer Aided Assessment of Mathematics focuses on assessment in college mathematics courses with a special focus on computer-based assessment as a means of providing partial credit and immediate feedback on student work. Written by Chris Sangwin, a senior lecturer in mathematics at the University of Birmingham in the United Kingdom, the book is an important resource for mathematicians or software developers interested in understanding the promise and the pitfalls of using computers to assess student work in college courses. Each chapter of the book addresses a different issue so readers have the option of reading most of them out of order or selecting the chapters that are most valuable to them. Thus, in addition to describing Sangwin's perspectives on teaching and assessing mathematics, this review is designed to help readers decide which chapters in the book will be useful to them.
