Search Results

You are looking at 1 - 7 of 7 items for :

  • "CCSS.Math.Content.7.EE.A.1" x
  • Refine by Access: All content x
Clear All
Restricted access

Ji-Eun Lee

Prospective teachers explore Egyptian multiplication and Russian peasant multiplication to address the quantitative and qualitative relationships underlying these algorithms.

Restricted access

Adam Clinch

Justifications, methods, and results compare two classes of students who used a new technique that ties together procedural fluency and conceptual understanding in a manner unlike other current strategies.

Restricted access

Cherie Lynn Ichinose and Armando M. Martinez-Cruz

A Diophantine equation engages mathematics students as they problem solve.

Restricted access

Isaac Frank

A critique of FOIL provides an alternate method of multiplying polynomials.

Restricted access

Susan F. Zielinski and Michael Glazner

Help students stop making typical, persistent errors related to misconceptions about exponents, distribution, fraction simplification, and more.

Restricted access

Orly Buchbinder, Daniel I. Chazan, and Michelle Capozzoli

Many research studies have sought to explain why NCTM's vision for mathematics classrooms has not had greater impact on everyday instruction, with teacher beliefs often identified as an explanatory variable. Using instructional exchanges as a theoretical construct, this study explores the influence of teachers' institutional positions on the solving of equations in algebra classrooms. The experimental design uses surveys with embedded rich-media representations of classroom interaction to surface how teachers appraise correct solutions to linear equations where some solutions follow suggested textbook procedures for solving linear equations and others do not. This paper illustrates the feasibility of studying teaching with rich-media surveys and suggests new ways to support changes in everyday mathematics teaching.

Restricted access

Kathy L. Sun, Erin E. Baldinger, and Cathy Humphreys

Support your high school students in the challenging transition from memorization to understanding.