In this task, students predict the number of snow days by counting beans in a jar, a Native American method. Each month, elementary school teachers are presented with a problem along with suggested instructional notes; asked to use the problem in their own classrooms; and encouraged to report solutions, strategies, reflections, and misconceptions to the journal audience.
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Diana L. Moss and Lisa Poling
Students explore the mathematics found in chocolate production.
Jennifer A. Czocher and Diana L. Moss
Have you ever thought about teaching mathematics through making connections to logic and philosophy? This article presents the Snail problem, a relatively simple challenge about motion that offers engaging extensions involving the notion of infinity. It encourages students in grades 5–9 to connect mathematics learning to logic, history, and philosophy through analyzing the problem, making sense of quantitative relationships, and modeling with mathematics (NGAC 2010). It also gives students of all ages a glimpse into the development of mathematics by introducing a reason to think about infinite convergent series.
Jennifer A. Czocher and Diana L. Moss
Along with previous learning, general knowledge and personal encounters influenced students when the Letter Carrier problem was delivered to them.
Diana L. Moss and W. Max Sabo
Students take on the role of a real estate agent, decomposing a complex polygon into familiar shapes to calculate a house's square footage based on the exterior-walls floor plan.
Beth L. MacDonald, Diana L. Moss,, and Jessica H. Hunt
In this article, we explore how playing with dominoes not only requires students to count but also to subitize when constructing number and operations.
Jennifer A. Czocher, Diana L. Moss, and Luz A. Maldonado
Conventional word problems can't help students build mathematical modeling skills. on their own. But they can be leveraged! We examined how middle and high school students made sense of word problems and offer strategies to question and extend word problems to promote mathematical reasoning.
Diana L. Moss, Jennifer A. Czocher, and Teruni Lamberg
For these sixth graders, transitioning from arithmetic to algebraic thinking involved developing new meanings for symbols in expressions and equations.
