Address the needs of diverse learners with a class structure that is designed around a crime scene theme and based on student choice and perceptions of the math being studied.
Cory A. Bennett
Toni M. Smith, Padmanabhan Seshaiyer, Nathalia Peixoto, Jennifer M. Suh, Graham Bagshaw, and Laurena K. Collins
Two activities help develop students' understandings of rate of change and slope within STEM contexts.
Cathery Yeh, Trisha Sugita,, and Paulo Tan
eighth‐grade standard of using similar triangles to explain constant slope relations (CCSS.MATH.CONTENT.8.EE.B.6). The original problem asks for a specific answer and is worded as follows: The temple at the top of the pyramid is approximately 24 meters
a good idea in a small package
Leigh Haltiwanger, Robert M. Horton, and Brooke Lance
Making mathematics meaningful is a challenge that all math teachers endeavor to meet. As math teachers, we spend countless hours crafting problems that will energize students and help them connect mathematical topics to their everyday lives. Being successful in our efforts requires that we allow students to explore ideas before we provide explanations and demands that we ask questions to promote a depth of thinking and reasoning that would not occur without such probing (Marshall and Horton 2009).
Allyson Hallman-Thrasher, Courtney Koestler, Danielle Dani, Amanda Kolbe, and Katie Lyday
Through trial and error and ultimate success, students create a graph to model a real-world situation.
Matt B. Roscoe
Top-selling cars in America can be the catalyst that drives an analysis of data.
David A. Yopp
Track students' understanding of proportional reasoning by combining transformational geometry, similar-triangle reasoning, and linear relationships.
George J. Roy, Vivian Fueyo, Philip Vahey, Jennifer Knudsen, Ken Rafanan, and Teresa Lara-Meloy
Although educators agree that making connections with the real world, as advocated by Principles to Actions: Ensuring Mathematical Success for All (NCTM 2014), is important, making such connections while addressing important mathematics is elusive. We have found, however, that math content coupled with the instructional strategy of predict, check, explain can bridge such real-world contexts. In so doing, this procedure supports the research-informed teaching practices of using evidence of student thinking and aiding meaningful mathematical discussion.
Students' understanding of proportional relationships become apparent during an algebra project that focuses on constructing mathematical arguments.
Kara J. Jackson, Emily C. Shahan, Lynsey K. Gibbons, and Paul A. Cobb
Consider four important elements of setting up challenging mathematics problems to support all students' learning.