For the Love of Mathematics
Deanna Pecaski McLennan
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.
The advent of dynamic geometry software has changed the way students draw, construct, and measure by using virtual tools instead of or along with physical tools. Use of technology in general and of dynamic geometry in particular has gained traction in mathematics education, as evidenced in the Common Core State Standards for Mathematics (CCSSI 2010).
Wendy B. Sanchez
Educating students—for life, not for tests—implies incorporating open-ended questions in your teaching to develop higher-order thinking.
S. Asli Özgün-Koca, Michael Todd Edwards, and Michael Meagher
The Spaghetti Sine Curves activity, which uses GeoGebra applets to enhance student learning, illustrates how technology supports effective use of physical materials.
Sherry L. Bair and Edward S. Mooney
Mathematical precision means more than accuracy in computation or procedures; it also means precision in language. The Common Core State Standards for Mathematics states, “Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning” (CCSSI 2010, p. 7). In our recent experience in working with teachers and students, we have noticed a trend toward teachers using informal, and often creative, language and terminology in an effort to connect with students and make mathematical procedures easier to remember.
Kelly Cline, Jean McGivney-Burelle, and Holly Zullo
Voting in the classroom can engage students and promote discussion. All you need is a good set of questions.
Sarah D. Ledford, Mary L. Garner, and Angela L. Teachey
Interesting solutions and ideas emerge when preservice and in-service teachers are asked a traditional algebra question in new ways.
Michael J. Bossé and Kwaku Adu-Gyamfi
A geometry course for teachers—easily adaptable to a high school geometry class—integrates technology, reasoning, communication, collaboration, reading, writing, and multiple representations.
Beth Cory and Ken W. Smith
Through these calculus activities, students reach an understanding of the formal limit concept in a way that enables them to construct the formal symbolic definition on their own.