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Patricia E. Swanson

Strategies that foster self-awareness, help regulate emotions, and encourage problem-solving perseverance can turn mathematical fight or flight into re-engagement.

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Esther M. H. Billings, David C. Coffey, John Golden, and Pamela J. Wells

A professional development workshop supports teachers' understanding of the Standards for Mathematical Practice and helps them transfer this knowledge to the middle school classroom.

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Sherri Ann Cianca

Communicating reasoning and constructing models fold nicely into a geometry activity involving the building of nesting boxes.

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Wendy P. Ruchti and Cory A. Bennett

Solutions coupled with drawings can illustrate students' understandings or misunderstandings, particularly in the area of proportional reasoning.

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Nancy S. Roberts and Mary P. Truxaw

A classroom teacher discusses ambiguities in mathematics vocabulary and strategies for ELL students in building understanding.

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Bobson Wong and Larisa Bukalov

Parallel geometry tasks with four levels of complexity involve students in writing and understanding proof.

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Informing Practice: I-THINK I Can Problem Solve

research matters for teachers

Sararose D. Lynch, Jeremy M. Lynch, and Johnna Bolyard

Students access the THINK framework that involves prompts exploring talk, how, identify, notice, and keep.

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Pamela J. Dunston and Andrew M. Tyminski

Techniques for teaching mathematics terminology allow adolescents to expand their abstract reasoning ability and move beyond operations into problem solving.

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Terri L. Kurz and Barbara Bartholomew

To support mathematical investigations, use this framework to guide students in constructing art-based and technology-based literature.

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David A. Yopp

Asked to “fix” a false conjecture, students combine their reasoning and observations about absolute value inequalities, signed numbers, and distance to write true mathematical statements.