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.
Tracy E. Dobie and Miriam Gamoran Sherin
Janet B. Andreasen and Jessica H. Hunt
To meet diverse student needs, use an approach that is situated in understanding fractions.
Keith M. Dreiling
This article compares constructions in Euclidean geometry to equivalent results in Taxicab geometry.
Lawrence O. Cannon
The article contains classroom enrichment suggestions related to Pythagorean triples. Topics discussed for student exploration can be adapted for any level from early algebra through early college.