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José N. Contreras
Derek A. Williams, Kelly Fulton, Travis Silver, and Alec Nehring
A two-day lesson on taxicab geometry introduces high school students to a unit on proof.
Susan Ahrendt, Debra Monson, and Kathleen Cramer
Examine fourth graders’ thinking about the unit, partitioning, order, and equivalence on the number line and consider ways to orchestrate mathematical discussions through the Five Practices.
Nicholas J. Gilbertson
When students encounter unusual situations or exceptions to rules, they can become frustrated and can question their understanding of particular topics. In this article, I share some practical tips.
Amanda Milewski and Daniel Frohardt
Few high school students associate mathematics with playfulness. In this paper, we offer a series of lessons focused on the underlying algebraic structures of the Rubik's Cube. The Rubik's Cube offers students an interesting space to enjoy the playful side of mathematics, while appreciating mathematics otherwise lost in routine experiences.
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.
Heather Lynn Johnson
This article explores quantitative reasoning used by students working on a bottle- filling task. Two forms of reasoning are highlighted: simultaneous-independent reasoning and change-dependent reasoning.
David A. Yopp
Asked to “fix” a false conjecture, students combine their reasoning and observations about absolute value inequalities, signed numbers, and distance to write true mathematical statements.
Qualitative and technical considerations for the preparation of manuscripts from submission to MT.
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