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.
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Jere Confrey, Meetal Shah, and Alan Maloney
Three learning trajectories and their connections show how to promote vertical coherence in PK–12 mathematics education.
Amanda K. Riske, Catherine E. Cullicott, Amanda Mohammad Mirzaei, Amanda Jansen, and James Middleton
We introduce the Into Math Graph tool, which students use to graph how “into" mathematics they are over time. Using this tool can help teachers foster conversations with students and design experiences that focus on engagement from the student’s perspective.
Anna Wan and Jessica Ivy
An activity connects the features of sinusoid curves to tangible manipulatives printed on a 3D printer.
Rocco Magaletto
How would students feel when learning through the use of mathematical modeling? On investigation, this article reveals that students felt better prepared for assessments, learned valuable life skills, and saw the relevance of mathematics to their lives outside of the classroom.
Christine Taylor and Jean S. Lee
We implemented a STEM task that highlights the engineering cycle and engages students in productive struggle. Students problem solved in productive ways and saw tangible benefits of revising their work to achieve mathematical goals.
Angela Just and Jennifer D. Cribbs
The authors outline the importance of using variety when teaching mathematics.
Sean P. Yee, George J. Roy, and LuAnn Graul
As mathematical patterns become more complex, students' conditional reasoning skills need to be nurtured so that students continue to critique, construct, and persevere in making sense of these complexities. This article describes a mathematical task designed around the online version of the game Mastermind to safely foster conditional reasoning.
