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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Amanda K. Riske, Catherine E. Cullicott, Amanda Mohammad Mirzaei, Amanda Jansen, and James Middleton
Aaron Trocki
The advent of dynamic geometry software has changed the way students draw, construct, and measure by using virtual tools instead of or along with physical tools. Use of technology in general and of dynamic geometry in particular has gained traction in mathematics education, as evidenced in the Common Core State Standards for Mathematics (CCSSI 2010).
Agida G. Manizade and Marguerite M. Mason
When calculating the area of a trapezoid, students use a range of problem-solving strategies and measurement concepts.
Wendy B. Sanchez
Educating students—for life, not for tests—implies incorporating open-ended questions in your teaching to develop higher-order thinking.
S. Asli Özgün-Koca, Michael Todd Edwards, and Michael Meagher
The Spaghetti Sine Curves activity, which uses GeoGebra applets to enhance student learning, illustrates how technology supports effective use of physical materials.
Bobson Wong and Larisa Bukalov
Parallel geometry tasks with four levels of complexity involve students in writing and understanding proof.
Michael J. Bossé and Kwaku Adu-Gyamfi
A geometry course for teachers—easily adaptable to a high school geometry class—integrates technology, reasoning, communication, collaboration, reading, writing, and multiple representations.
Colin Foster
Exploring even something as simple as a straight-line graph leads to various mathematical possibilities that students can uncover through their own questions.
Carol J. Bell
Reasoning and Proof is one of the process standards set forth in NCTM's principles and standards for school mathematics (2000).
