# Browse

## You are looking at 1 - 10 of 27items for :

• Fifth
• Functions and Trigonometry
• Third
• Refine by Access: All content
Clear All
Restricted access

## Letters to the editor

Restricted access

## May 2019 Calendar and Solutions

Restricted access

## Life in A-town

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.

Restricted access

## March 2019 Calendar and Solutions

Restricted access

## A Math Field Day: Embed Content with Play

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.

Restricted access

## Problems

A monthly set of problems is aimed at a variety of ability levels.

Restricted access

## Using PhET Simulations in the Mathematics Classroom

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?

Restricted access

## Brief Report: What You See Is What You Get? Sign Language in the Mathematics Classroom

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.

Restricted access

## January/February 2019 Calendar and Solutions

Restricted access

## Letters to the editor

MT's letters to the editor department. Readers comment on published articles and share their mathematical interests.