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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.

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Atara Shriki and Dorit Patkin

Success in STEM fields depends largely on robust spatial skills, in particular on the ability to perform a mental rotation. Given that this ability can be nurtured, this article includes examples of diverse relevant tasks appropriate for grades 6–8 students.

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Sarah Brand, Hyunyi Jung, Ashley Dorlack, and Samuel Gailliot

Five teacher discussion strategies and outcomes of students’ responses to each are illustrated with examples.

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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.

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Sam Rhodes

Teachers can use the SCAMPER framework to help students understand and appreciate rich mathematical connections in topics such as functions. The framework facilitates critical and creative thinking by allowing students to explore concepts through open mathematics.

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LouAnn H. Lovin

Moving beyond memorization of probability rules, the area model can be useful in making some significant ideas in probability more apparent to students. In particular, area models can help students understand when and why they multiply probabilities and when and why they add probabilities.

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Tracy E. Dobie and Miriam Gamoran Sherin

Language is key to how we understand and describe mathematics teaching and learning. Learning new terms can help us reflect on our practice and grow as teachers, yet may require us to be intentional about where and how we look for opportunities to expand our lexicons.

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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.

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Travis Lemon

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.

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Jessica T. Ivy, Sarah B. Bush, and Barbara J. Dougherty

To promote reversibility and strengthen number sense, we created an engaging and novel rational number exploration, which promoted flexible and reflective thinking. A class of fifth-grade students took an active role in a collaborative learning task, discussed their strategies, revisited the task, and reflected on their self-constructed generalizations.