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.
Christopher Harrow and Ms. Nurfatimah Merchant
Transferring fundamental concepts across contexts is difficult, even when deep similarities exist. This article leverages Desmos-enhanced visualizations to unify conceptual understanding of the behavior of sinusoidal function graphs through envelope curve analogies across Cartesian and polar coordinate systems.
NCTM has provided rich resources through the publication of practitioner journals for decades and is now leading the way once again with a digital first dynamic publication focused on the learning and teaching of mathematics. This is a rich opportunity for teachers to engage, to learn and to go.
D. Bruce Jackson
Given two slices of bread—a problem and the answer—students fill in the fixings: their own mathematics reasoning.
Wendy B. Sanchez
Educating students—for life, not for tests—implies incorporating open-ended questions in your teaching to develop higher-order thinking.
Bobson Wong and Larisa Bukalov
Parallel geometry tasks with four levels of complexity involve students in writing and understanding proof.
An analysis of problems from state assessments and other sources helps preservice teachers discover analogous mathematical representations.
Kelly Cline, Jean McGivney-Burelle, and Holly Zullo
Voting in the classroom can engage students and promote discussion. All you need is a good set of questions.