Do your students ever share ideas that are only peripherally related to the discussion you are having? We discuss ways to minimize and deal with such contributions.
Blake E. Peterson, Shari L. Stockero, Keith R. Leatham, and Laura R. Van Zoest
Jere Confrey, Meetal Shah, and Alan Maloney
Three learning trajectories and their connections show how to promote vertical coherence in PK–12 mathematics education.
A series of tasks encourage students to reflect on the reasonableness of their number sense and use benchmarks to refine their estimations.
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.
Erell Germia and Nicole Panorkou
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.
Debasmita Basu, Nicole Panorkou, Michelle Zhu, Pankaj Lal, and Bharath K. Samanthula
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.