Explore the creation of a unique problem-based learning (PBL) experience.
Brandy Crowley and Tracy Harper
Welcome to A-town! All the residents of A-town have names that start with the letter A! Could you live here? Join these students as they solve problems around their neighborhood. Remember, math is everywhere.
Michael D. Steele
This article explores facilitating meaningful mathematics discourse, one of the research-based practices described in Principles to Actions: Ensuring Mathematical Success for All. Two tools that can support teachers in strengthening their classroom discourse are discussed in this, another installment in the series.
Erin E. Krupa, Mika Munakata, and Karmen Yu
Can you remember your typical elementary school field day? In this article, we provide details on hosting a mathematics field day, focused on embedding rich mathematics into authentic fun-filled field day experiences.
Edited by Anna F. DeJarnette and Stephen Phelps
A monthly set of problems is aimed at a variety of ability levels.
Michelle L. Meadows and Joanna C. Caniglia
Imagine that you and your language arts colleagues are teaching Edgar Allan Poe's short story, “The Pit and the Pendulum.” This thrilling story takes us to the Inquisition during which a prisoner is surrounded by hungry rats and bound to a table while a large pendulum slowly descends. The prisoner believes that the pendulum is 30-40 feet long and estimates that it should take about 10-12 swings before he is hit, leaving him with about a minute or a minute and a half to escape. Are his estimations correct? If so, will he make it out in time?
Christina M. Krause
This Brief Report addresses the fundamental role that sign language plays in the mathematics classroom of deaf and hard-of-hearing (DHH) students. Selected findings are gathered from an ongoing study of signs and gestures used by DHH students and their teachers when encountering and communicating mathematical ideas at a German special-needs school that focuses on hearing and communication. The focus rests primarily on iconic aspects of mathematical ideas as reflected in the gestural–somatic modality of sign language. A categorization of iconicity in mathematical signs as used by the students is presented and used to reconstruct a case of meaning making in a Grade 5 geometry classroom. Insights gained from these observations lead beyond the DHH mathematics classroom by providing new perspectives on the interplay between language and communication, individual experience, and shared conceptualization.
Haiwen Chu and Leslie Hamburger
Five types of engaging peer-interaction structures can support English learners as they make sense of mathematics and explore important mathematical relationships.