Deanna Pecaski McLennan
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.
We modify a traditional bouncing ball activity for introducing exponential functions by modeling the time between bounces instead of the bounce heights. As a consequence, we can also model the total time of bouncing using an infinite geometric series.
Karin E. Lange, Julie L. Booth, and Kristie J. Newton
Presenting examples of both correctly and incorrectly worked solutions is a practical classroom strategy that helps students counter misconceptions about algebra.
Wendy B. Sanchez
Educating students—for life, not for tests—implies incorporating open-ended questions in your teaching to develop higher-order thinking.
Amy F. Hillen and LuAnn Malik
A card-sorting task can help students extend their understanding of functions and functional relationships.
Mark Pinkerton and Kathryn G. Shafer
An action research study focuses on the teaching strategies used to facilitate Problems of the Week.
Exploring even something as simple as a straight-line graph leads to various mathematical possibilities that students can uncover through their own questions.