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.
Amanda K. Riske, Catherine E. Cullicott, Amanda Mohammad Mirzaei, Amanda Jansen, and James Middleton
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.
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.
Amy Noelle Parks
Children experience joy in well-designed mathematics classrooms. This article describes five research-based practices for bringing joy into PreK-Grade 2 math lessons.
Gabriel Matney, Julia Porcella, and Shannon Gladieux
This article shares the importance of giving K-12 students opportunities to develop spatial sense. We explain how we designed Quick Blocks as an activity to engage our students in both spatial reasoning and number sense. Several examples of students thinking are shared as well as a classroom dialogue.
Denise L. Mirich and Laurie O. Cavey
Native American students make moccasins while developing measurement concepts.
Elizabeth T. Walker and Jeffrey S. Molisani
Multiple entry points on the road to assessing students can tell teachers if students can do math and therefore apply math to real-world problems.
Sydney M. Holbert and Angela T. Barlow
To support all students in meeting the Common Core's Standards for Mathematical Practice, consider the key features of tasks without words.
Geoff Hilton, Annette Hilton, Shelley L. Dole, Merrilyn Goos, and Mia O'Brien
A hands-on activity helps promote sight-impaired students' understanding of relative and comparative sizes.
William C. Zahner
Principles for using groups in linguistically diverse classrooms are illustrated with a task about measurement and proportionality.