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.
Kristen Lew and Juan Pablo Mejía-Ramos
This study examined the genre of undergraduate mathematical proof writing by asking mathematicians and undergraduate students to read 7 partial proofs and identify and discuss uses of mathematical language that were out of the ordinary with respect to what they considered conventional mathematical proof writing. Three main themes emerged: First, mathematicians believed that mathematical language should obey the conventions of academic language, whereas students were either unaware of these conventions or unaware that these conventions applied to proof writing. Second, students did not fully understand the nuances involved in how mathematicians introduce objects in proofs. Third, mathematicians focused on the context of the proof to decide how formal a proof should be, whereas students did not seem to be aware of the importance of this factor.
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.
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.