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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.

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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.

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Casey Hord and Samantha Marita

Support math conversations and teach students to approach various problem-solving tasks by encouraging the use of tables.

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Elizabeth T. Walker and Jeffrey S. Molisani

Multiple entry points on the road to assessing students can tell teachers if students can do math and therefore apply math to real-world problems.

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William C. Zahner

Principles for using groups in linguistically diverse classrooms are illustrated with a task about measurement and proportionality.

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Cory A. Bennett

Address the needs of diverse learners with a class structure that is designed around a crime scene theme and based on student choice and perceptions of the math being studied.