Nina G. Bailey, Demet Yalman Ozen, Jennifer N. Lovett, Allison W. McCulloch, and Charity Cayton
Three different technological activities to explore parameters of quadratic functions each has its own pros and cons.
Lessons that focus on a conceptual understanding offer an opportunity for students to learn about mathematical structure, not just computation.
Thomas Edwards, S. Asli Özgün-Koca, and Kenneth Chelst
A quadratic equation was the basis for activities involving both concrete and technological representations.
Angela Just and Jennifer D. Cribbs
The authors outline the importance of using variety when teaching mathematics.
Trena L. Wilkerson
How has NCTM leadership shaped the evolution of teaching and learning mathematics? What are your expectations for NCTM leadership?
Sophia Kovalevsky's story
George J. Roy, Jessica S. Allen, and Kelly Thacker
In this paper we illustrate how a task has the potential to provide students rich explorations in algebraic reasoning by thoughtfully connecting number concepts to corresponding conceptual underpinnings.
Erin E. Baldinger, Matthew P. Campbell, and Foster Graif
Students need opportunities to construct definitions in mathematics. We describe a sorting activity that can help students construct and refine definitions through discussion and argumentation. We include examples from our own work of planning and implementing this sorting activity to support constructing a definition of linear function.
Rebecca Vinsonhaler and Alison G. Lynch
This article focuses on students use and understanding of counterexamples and is part of a research project on the role of examples in proving. We share student interviews and offer suggestions for how teachers can support student reasoning and thinking and promote productive struggle by incorporating counterexamples into the classroom.