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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Amanda K. Riske, Catherine E. Cullicott, Amanda Mohammad Mirzaei, Amanda Jansen, and James Middleton
Catherine Tabor
A programming activity helps students give meaning to the abstract concept of slope.
Nancy S. Roberts and Mary P. Truxaw
A classroom teacher discusses ambiguities in mathematics vocabulary and strategies for ELL students in building understanding.
Jason Lee O'Roark
After teaching high school mathematics in Maryland for three years, I began teaching sixth-grade mathematics in one of the best school districts in Pennsylvania (according to state test scores) and have been teaching there for the past six years. My high school teaching background led me to differentiate differently from my colleagues. I share my observations of the result of the differences in methodology and my conclusions from those observations, and I offer a plan to implement changes in the way that mathematics is taught.
Christine K. Pritchard and John H. Lamb
Teaching a visual subject to a visually challenged student inspires strategies that benefit all students in a class.
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.
