Young students dance their way through a multifaceted differentiated approach to early algebra instruction.
Zachary Hawes, Joan Moss, Heather Finch, and Jacques Katz
Kimberly A. Markworth
Three suggestions help sixth-grade students develop functional thinking in geometry.
A game of What's my rule? allows students to explore operations while developing familiarity with patterns and functions. Postscript items are designed as rich grab-and-go resources that any teacher can quickly incorporate into his or her classroom repertoire with little effort and maximum impact.
Nicole Panorkou and Alan P. Maloney
Develop fifth-grade students' early expression of pattern relationships through instructional tasks.
Annie Perkins and Christy Pettis
Mathematics is sometimes called the science of patterns. Many kinds of patterns can be explored.
Scott J. Hendrickson, Barbara Kuehl, and Sterling Hilton
This article explores teaching practices described in NCTM's Principles to Actions: Ensuring Mathematical Success for All. Student thinking, a learning cycle, and procedural fluency are discussed in this article, which is the second installment in the series.
Jonaki B. Ghosh
Carefully designed tasks enable preservice teachers to explore this puzzle through concrete, pictorial, numerical, symbolic, and graphical representations and engage in explicit and recursive reasoning, deal with counting problems, create Hanoi graphs, and develop mathematical thinking.
Ahmad M. Alhammouri, Gregory D. Foley, and Kevin Dael
After months of solving real-world problems, high school students enact the full modeling cycle supported by peers, teachers, and technology.
Sherin Gamoran Miriam and James Lynn
This article explores three processes involved in attending to evidence of students' thinking, one of the Mathematics Teaching Practices in Principles to Actions: Ensuring Mathematical Success for All. These processes, explored during an activity on proportional relationships, are discussed in this article, another installment in the series.
Mike Pacheco and Heather Glynn Crawford-Ferre
The Internet provides seemingly endless news and media. Unfortunately, not all news stories are accurate. How a story is told depends on who tells it and why. There are strategies for determining whether news stories are fact or fiction. The Media Literacy Council suggests taking into consideration who created or uploaded the information, where it is hosted, and when the information was published (http://www.medialiteracycouncil.sg). Consider these media stories: