Browse

You are looking at 1 - 10 of 26 items for :

  • Professional Development / Teacher Training x
  • Refine by Access: All content x
Clear All
Restricted access

Deanna Pecaski McLennan

For the Love of Mathematics

Restricted access

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.

Restricted access

Amanda Jansen

Ear to the Ground features voices from various corners of the mathematics education world.

Restricted access

Amber G. Candela, Melissa D. Boston, and Juli K. Dixon

We discuss how discourse actions can provide students greater access to high quality mathematics. We define discourse actions as what teachers or students say or do to elicit student contributions about a mathematical idea and generate ongoing discussion around student contributions. We provide rubrics and checklists for readers to use.

Restricted access

Sandra M. Linder and Amanda Bennett

This article presents examples of how early childhood educators (prek-2nd grade) might use their daily read alouds as a vehicle for increasing mathematical talk and mathematical connections for their students.

Restricted access

Erell Germia and Nicole Panorkou

We present a Scratch task we designed and implemented for teaching and learning coordinates in a dynamic and engaging way. We use the 5Es framework to describe the students' interactions with the task and offer suggestions of how other teachers may adopt it to successfully implement Scratch tasks.

Restricted access

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.

Restricted access

Michael Weiss

One of the central components of high school algebra is the study of quadratic functions and equations. The Common Core State Standards (CCSSI 2010) for Mathematics states that students should learn to solve quadratic equations through a variety of methods (CCSSM A-REI.4b) and use the information learned from those methods to sketch the graphs of quadratic (and other polynomial) functions (CCSSM A-APR.3). More specifically, students learn to graph a quadratic function by doing some combination of the following:

  • Locating its zeros (x-intercepts)

  • Locating its y-intercept

  • Locating its vertex and axis of symmetry

  • Plotting additional points, as needed

Restricted access

James Metz, Lance Hemlow, and Anita Schuloff

Explore the relationship between families of quadratic expressions factorable over the integers and Pythagorean triples.

Restricted access

S. Asli Özgün-Koca

Student interviews inform us about their use of technology in multiple representations of linear functions.