Teachers using these graphing tasks experienced engagement in understanding the need for the coordinate system.
Sharie R. Kranz, Carlo A. Amato, and Eric A. Freudenthal
Scott Steketee and Daniel Scher
Transformations using dynamic software can provide a unique perspective on a common topic.
Students' understanding of proportional relationships become apparent during an algebra project that focuses on constructing mathematical arguments.
Lisa A. Dieker, Michelle Stephan, and Jennifer Smith
A conceptual framework can show a general education and a special education teacher how to team teach so that a range of students can learn together in today's classroom.
Raymond LaRochelle, Lauren Stewart, Kari Koch, and Sara Feiteira
This article describes a scientific investigation about pendulums that can be used to support students' understandings of variables, graphs, and relationships between quantities. Contributors to the iSTEM department share ideas and activities that stimulate student interest in the integrated fields of science, technology, engineering, and mathematics (STEM) in K–grade 6 classrooms.
William C. Zahner
Principles for using groups in linguistically diverse classrooms are illustrated with a task about measurement and proportionality.
Leigh Haltiwanger and Amber M. Simpson
Allowing students to write in mathematics class can promote critical thinking, illustrate an awareness of mathematical connections, and result in clear communication as they share ideas comfortably with peers.
Explore three original problems, the thinking behind their formulation, how they can be solved, and related extensions.
Anna F. DeJarnette
In support of efforts to foreground functions as central objects of study in algebra, this study provides evidence of how secondary students use trigonometric functions in contextual tasks. The author examined secondary students' work on a problem involving modeling the periodic motion of a Ferris wheel through the use of a visual programming environment. This study illustrates the range of prior knowledge and resources that students may draw on in their use of trigonometric functions as well as how the goals of students' work inform their reasoning about trigonometric functions.
Explore the creation of a unique problem-based learning (PBL) experience.