This document contains the actual problems for April 2020.
Susie Katt and Megan Korponic
Sophia Kovalevsky's story
Over the past 100 years, technology has evolved in unprecedented fashion. Calculators, computers, and smart phones have become ubiquitous, yet school mathematics experiences for many children still remain without many powerful technological tools for the exploration of mathematics. We consider the evolution of some tools as we imagine a future.
The paper discusses technology that can help students master four triangle centers -- circumcenter, incenter, orthocenter, and centroid. The technologies are a collection of web-based apps and dynamic geometry software. Through use of these technologies, multiple examples can be considered, which can lead students to generalizations about triangle centers.
NCTM has provided rich resources through the publication of practitioner journals for decades and is now leading the way once again with a digital first dynamic publication focused on the learning and teaching of mathematics. This is a rich opportunity for teachers to engage, to learn and to go.
Is the “Last Banana” game fair? Engaging in this exploration provides students with the mathematical power to answer the question and the mathematical opportunity to explore important statistical ideas. Students engage in simulations to calculate experimental probabilities and confirm those results by examining theoretical probabilities
Gabriel Matney, Julia Porcella, and Shannon Gladieux
This article shares the importance of giving K-12 students opportunities to develop spatial sense. We explain how we designed Quick Blocks as an activity to engage our students in both spatial reasoning and number sense. Several examples of students thinking are shared as well as a classroom dialogue.
Patricia F. Campbell, Masako Nishio, Toni M. Smith, Lawrence M. Clark, Darcy L. Conant, Amber H. Rust, Jill Neumayer DePiper, Toya Jones Frank, Matthew J. Griffin, and Youyoung Choi
This study of early-career teachers identified a significant relationship between upper-elementary teachers' mathematical content knowledge and their students' mathematics achievement, after controlling for student- and teacher-level characteristics. Findings provide evidence of the relevance of teacher knowledge and perceptions for teacher preparation and professional development programs.
Lauren J. Rapacki and Dionne I. Cross Francis
Share a teacher's ultimately empowering experience of transitioning into an ill-defined, unanticipated leadership position.
Deann Huinker, Steven Leinwand, and Daniel Brahier
The knowledge of fractions and decimals that children develop in the elementary grades provides an essential foundation for the study of algebra and more advanced mathematics, but most teachers and students consider the topic challenging. Share your approaches to facilitating children's understanding of fractions and decimals. What classroom activities and ideas do you use to help children make sense of fractions and decimals as numbers, benchmarks, measures, quotients, or as operators? The TCM Editorial Panel invites you to share your ideas on developing K–grade 6 students' number sense for fractions and decimals. We are especially interested in manuscripts that describe ideas that have been informed by research and implementation in classrooms.