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## From Notes to Strings

Four teachers and a teacher educator move from guided notes to strings in a series of problems that support students in increased engagement, reasoning, sense making, and problem solving.

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## Leveraging Student Identities to Develop Pedagogical Fluency

Mathematics education can be positioned as fertile ground for societal change. This article deconstructs the complex work of supporting students’ positive mathematical identities by introducing pedagogical fluency to embody equitable beliefs and practices.

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## Compare and Discuss Multiple Strategies

CDMS is a routine that allows teachers to organize instruction around students’ mathematical discussions and multiple problem-solving methods.

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## Puddle Play!

For the Love of Mathematics

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## 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.

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## Reasoning and Sense Making in High School Mathematics with Two Ways

This article illustrates ways to extend Two Ways into high school mathematics content and advantages of doing so.

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## Seeing Algebraic Structure: The Rubik's Cube

Few high school students associate mathematics with playfulness. In this paper, we offer a series of lessons focused on the underlying algebraic structures of the Rubik's Cube. The Rubik's Cube offers students an interesting space to enjoy the playful side of mathematics, while appreciating mathematics otherwise lost in routine experiences.

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## Envelope Curves Unify Sinusoidal Graphing

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.

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## Modeling a Bouncing Ball with Exponential Functions and Infinite Series

We modify a traditional bouncing ball activity for introducing exponential functions by modeling the time between bounces instead of the bounce heights. As a consequence, we can also model the total time of bouncing using an infinite geometric series.

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## Pi

When I was in graduate school, my math professor, using a straightedge and a compass, marked off a unit distance and then halved it. He said he could halve the exact ½ again and exactly get ¼. He was leading up to infinite series.