Teaching transparently about the process and goals can support students as they make and support mathematical claims.
Jerilynn Lepak and Taren Going
Design projects to encourage your students’ self-efficacy and motivate mathematics learning by helping them apply their prior knowledge from real-world experiences.
Kathryn Lavin Brave, Mary McMullen, and Cecile Martin
The application of exact terminology benefits students when forming and supporting mathematical arguments virtually.
Steve Ingrassia and Molly Rawding
Problems to Ponder provides 28 varying, classroom-ready mathematics problems that collectively span PK–12, arranged in the order of the grade level. Answers to the problems are available online. Individuals are encouraged to submit a problem or a collection of problems directly to firstname.lastname@example.org. If published, the authors of problems will be acknowledged.
Rachel Wiemken, Russasmita Sri Padmi, and Gabriel Matney
Teachers from two countries designed a model-eliciting activity about the global issue of wind energy. They share teaching and student outcomes from a cross-border engagement in the task with students from Indonesia and the United States through synchronous video conference.
Amanda L. Cullen, Carrie A. Lawton, Crystal S. Patterson, and Craig J. Cullen
In this lesson, third graders were asked how many degrees is a full rotation around a circle. After we gave students time and space to disagree, to make and test conjectures, and to explore, they reasoned about angle as turn and determined a full rotation is 360 degrees.