Using the TI-Nspire, students can see that polling results from a small group will suffice for determining the opinion of the whole population.
Jeremy F. Strayer
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.
Natasha E. Gerstenschlager and Jeremy F. Strayer
Short, mathematical discussions can elicit students' reasoning and focus on foundational ideas.
Jeremy F. Strayer and Michael Todd Edwards
An inquiry-based project to examine statistical claims encourages students to become more savvy media consumers.
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.
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
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.
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.
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.
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.