Search Results

You are looking at 1 - 10 of 12 items for

  • Author or Editor: Jeremy F. Strayer x
  • Refine by Access: All content x
Clear All Modify Search
Restricted access

Jeremy F. Strayer

Using the TI-Nspire, students can see that polling results from a small group will suffice for determining the opinion of the whole population.

Restricted access

Jeremy F. Strayer and Amdeberhan Tessema

GeoGebra is an extremely powerful tool for mathematics teaching and learning. In this article, we share how to create a GeoGebra worksheet that can be used to display dynamically changing quantities. This worksheet can support students as they make meaning of the inverse cosine function.

Restricted access

Natasha E. Gerstenschlager and Jeremy F. Strayer

Short, mathematical discussions can elicit students' reasoning and focus on foundational ideas.

Restricted access

Jeremy F. Strayer and Michael Todd Edwards

An inquiry-based project to examine statistical claims encourages students to become more savvy media consumers.

Restricted access

Lucy A. Watson, Christopher T. Bonnesen, and Jeremy F. Strayer

Teachers can offer opportunities for K–12 students to reflect on the nature of mathematics (NOM) as they learn.

Restricted access

Michael Todd Edwards, James Quinlan, and Jeremy F. Strayer

A collaborative number quest challenges third graders to strengthen their understanding of patterns, multidigit addition, and number operations

Restricted access

Jeremy F. Strayer, James B. Hart, and Sarah K. Bleiler-Baxter

A four-phase process and three principles for building a mathematics learning community use rich discussion of student work.

Restricted access

Angela T. Barlow, Lucy A. Watson, Amdeberhan A. Tessema, Alyson E. Lischka, and Jeremy F. Strayer

Carefully select and leverage student errors for whole-class discussions to benefit the learning of all.

Restricted access

James C. Willingham, Jeremy F. Strayer, Angela T. Barlow, and Alyson E. Lischka

During a lesson on ratios involving percentages of paint, four research-based criteria are used to evaluate students' mistakes. The takeaway is that painting all mistakes with the same brush can also be a blunder.

Restricted access

Sarah K. Bleiler-Baxter, Sister Cecilia Anne Wanner O.P., and Jeremy F. Strayer

Explore what it means to balance love for mathematics with love for students.