Three different technological activities to explore parameters of quadratic functions each has its own pros and cons.
Nina G. Bailey, Demet Yalman Ozen, Jennifer N. Lovett, Allison W. McCulloch, and Charity Cayton
Thomas Edwards, S. Asli Özgün-Koca, and Kenneth Chelst
A quadratic equation was the basis for activities involving both concrete and technological representations.
How would students feel when learning through the use of mathematical modeling? On investigation, this article reveals that students felt better prepared for assessments, learned valuable life skills, and saw the relevance of mathematics to their lives outside of the classroom.
Shiv Karunakaran, Ben Freeburn, Nursen Konuk, and Fran Arbaugh
Preservice mathematics teachers are entrusted with developing their future students' interest in and ability to do mathematics effectively. Various policy documents place an importance on being able to reason about and prove mathematical claims. However, it is not enough for these preservice teachers, and their future students, to have a narrow focus on only one type of proof (demonstration proof), as opposed to other forms of proof, such as generic example proofs or pictorial proofs. This article examines the effectiveness of a course on reasoning and proving on preservice teachers' awareness of and abilities to recognize and construct generic example proofs. The findings support assertions that such a course can and does change preservice teachers' capability with generic example proofs.