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.
Gabriel Matney, Julia Porcella, and Shannon Gladieux
Maria L. Hernández, Rachel Levy, Mathew D. Felton-Koestler, and Rose Mary Zbiek
Ideas from the GAIMME report illustrate how teachers can engage students in the modeling process.
Postscript items are designed as rich grab-and-go resources that any teacher can quickly incorporate into his or her classroom repertoire with little effort and maximum impact. Quick images are a fun, engaging way for students to compose and decompose visual numbers. Students apply their understanding of subitizing–the ability to recognize a number of items without counting–as they determine the quantity of the group
Allyson Hallman-Thrasher, Erin T. Litchfield, and Kevin E. Dael
Frozen custard recipes are the starting point for students to derive and explain a method for multiplying matrices.
Zach Hurdle, Max Warshauer, and Alex White
The union of curriculum goals intersects with math education standards.
Alexis Stevens and John Stevens
The often misunderstood Electoral College is based on the simple, yet powerful, mathematical idea of proportional reasoning.
Victoria Weber, Nicholas Fortune, Derek Williams, and Ashley Whitehead
Available apps are used to develop and investigate an optimization problem.
Shelby Aaberg, Jason Vitosh, and Wendy Smith
Students construct confidence intervals, write hypothesis tests, and use sampling data to evaluate claims–all by using candy wrappers.
“when will I ever use this?”
The running speed of athletes provides the real-life tie-in to this computation activity.
Eric Weber, Amy Ellis, Torrey Kulow, and Zekiye Ozgur
Modeling the motion of a speeding car or the growth of a Jactus plant, teachers can use six practical tips to help students develop quantitative reasoning.