Draw on two simulations to introduce compound events and help your class make connections between experimental and theoretical probabilities.
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.
A series of tasks encourage students to reflect on the reasonableness of their number sense and use benchmarks to refine their estimations.
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. This month, help your teachers plan lessons by coaching them to think about activating students' prior knowledge about content, clearly state the lesson goal, facilitate learning new content, and assess students' learning of the day's work.
Thomas E. Hodges and Elizabeth Conner
Integrating technology into the mathematics classroom means more than just new teaching tools—it is an opportunity to redefine what it means to teach and learn mathematics. Yet deciding when a particular form of technology may be appropriate for a specific mathematics topic can be difficult. Such decisions center on what is commonly being referred to as TPACK (Technological Pedagogical and Content Knowledge), the intersection of technology, pedagogy, and content (Niess 2005). Making decisions about technology use influences not only students' conceptual and procedural understandings of mathematics content but also the ways in which students think about and identify with the subject.