For the Love of Mathematics
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.
Julie M. Amador, David Glassmeyer, and Aaron Brakoniecki
This article provides a framework for integrating professional noticing into teachers' practice as a means to support instructional decisions. An illustrative example is included based on actual use with secondary students.
Jennifer R. Brown
Set sail to explore powerful ways to use anchor charts in mathematics teaching and learning.
This department publishes brief news articles, announcements and guest editorials on current mathematics education issues that stimulate the interest of TCM readers and cause them to think about an issue or consider a specific viewpoint about some aspect of mathematics education.
Math by the Month is a regular department of the journal. It features collections of short activities focused on a monthly theme. These articles aim for an inquiry or problem-solving orientation that includes at least four activities each for grade bands K—2, 3–4, and 5–6. In this issue, the problems present opportunities to reason about many mathematical topics, including patterns and grouping, fractions of a set, ratios, and elapsed time.
Kimberly M. Lilienthal
Collections of short activities, Math by the Month articles aim for an inquiry or problem-solving orientation focused on a unifying theme and include four activities each for grade levels K–2, 3–4, and 5–6. In anticipation of October's Fire Prevention Week, September's problems involve firefighters and real-life math applications.
Donna Christy, Karen Lambe, Christine Payson, and Patricia Carnevale
Standards-based, hands-on activities spotlight the classic story.
Sue McMillen and Beth McMillen
Connecting stories to qualitative coordinate graphs has been suggested as an effective instructional strategy (Blubaugh and Emmons 1999; Maus 2005; NCTM 2000). Even students who are able to create bar graphs may struggle to correctly interpret them. Giving children opportunities to work with qualitative graphs can help them develop the skills to interpret, describe, and compare information from a graph even without the availability of numeric labels. This investigation addresses the Data Analysis and Probability Standard (NCTM 2000) and explores the value of connecting stories with qualitative bar graph instruction, which too often focuses on only counting, tallying, and creating bar graphs.
Lynn Columba, Thomas Hammond, and Lanette Waddell
What is in a name? Actually, quite a lot of math! Join us as “math by the month” challenges students to apply their knowledge of data analysis, geometry, and algebraic thinking to solve this collection of math problems.