# Browse

## You are looking at 1 - 8 of 8items for :

• 3-D Shapes/Spatial Visualization
• Research
• Refine by Access: All content
Clear All
Restricted access

## Puddle Play!

Restricted access

## Student Engagement with the “Into Math Graph" Tool

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.

Restricted access

## Developing Spatial Skills through Mental Rotation Activities

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.

Restricted access

## Launching a Mathematical Modeling Lesson

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

Restricted access

## Visualizing Complex Roots of a Quadratic Equation

A quadratic equation was the basis for activities involving both concrete and technological representations.

Restricted access

## Discourse Actions to Promote Student Access

We discuss how discourse actions can provide students greater access to high quality mathematics. We define discourse actions as what teachers or students say or do to elicit student contributions about a mathematical idea and generate ongoing discussion around student contributions. We provide rubrics and checklists for readers to use.

Restricted access

## Using Scratch Programming to Explore Coordinates

We present a Scratch task we designed and implemented for teaching and learning coordinates in a dynamic and engaging way. We use the 5Es framework to describe the students' interactions with the task and offer suggestions of how other teachers may adopt it to successfully implement Scratch tasks.

Restricted access

## Exploring the Mathematics of Gravity

We provide an example from our integrated math and science curriculum where students explore the mathematical relationships underlying various science phenomena. We present the tasks we designed for exploring the covariation relationships that underlie the concept of gravity and discuss the generalizations students made as they interacted with those tasks.