This department publishes brief news articles, announcements and guest editorials on current mathematics education issues that stimulate the interest of TCM readers and cause them to think about an issue or consider a specific viewpoint about some aspect of mathematics education.
Laura Bofferding and Nicole Wessman-Enzinger
Teri N. Johnson and Stephen I. Tucker
During the past thirty years, various forms of technology have facilitated teaching and learning. Recently, touchscreen tablets are among the devices growing in popularity. Many mathematics apps are available; however, they vary in their usefulness for different users. Monitoring students' interactions with selected apps is important for teachers to do to ensure that earners are benefiting from technology integration. The Modification of Attributes, Affordances, Abilities, and Distance (MAAAD) for Learning Framework (see fig. 1) emerged from evaluations of students' interactions with educational technology (Tucker 2016). Teachers can use this framework to select apps for use in the classroom, formatively assess student understanding, and evaluate the appropriateness of tasks presented by apps.
research matters for teachers
Lisa L. Lamb, Jessica Pierson Bishop, Randolph A. Philipp, Bonnie P. Schappelle, Ian Whitacre, and Mindy Lewis
Research on how students make sense of and use the minus sign indicates that students struggle to understand the multiple meanings of this symbol. Teachers can support students in developing a robust understanding of each interpretation.
First graders restructure their ideas about foundational number concepts when they encounter negative integers.
Kasandra Dickman and Laura Bofferding
This department explores a game used to help students learn about additive inverses, or “zero pairs.” Authors describe some common reasoning that students used while playing the game and provide activity sheets geared toward students in grades 5–7.
Kathy L. Sun, Erin E. Baldinger, and Cathy Humphreys
Support your high school students in the challenging transition from memorization to understanding.