A few years ago, I encountered two different problems in which the number 3 played surprising roles. I found myself wondering, “Why 3? What's so special about 3?” Further investigation led to continuous extensions involving exponents, logarithms, a parametric equation, maxmin problems, and some history of mathematics. As you read, pause to try the problems and play with the applets (the article's title is a big hint!)
Debra K. Borkovitz
Lorraine M. Baron
Assessment tools–a rubric, exit slips–inform instruction, clarify expectations, and support learning.
S. Asli Özgün-Koca
Student interviews inform us about their use of technology in multiple representations of linear functions.
Readers comment on published articles or offer their own ideas.
Becky Hall and Rich Giacin
Tying your teaching approach to the Common Core Standard for Geometry and Congruence will help students understand why functions behave as they do.
Jon D. Davis
Using technology to explore the coefficients of a quadratic equation leads to an unexpected result.
Teo J. Paoletti
This historically significant real-life application of a cryptographic coding technique, which incorporates first-year algebra and geometry, makes mathematics come alive in the classroom.
G. Patrick Vennebush, Thomas G. Edwards, and S. Asli Özgün-Koca
Students analyze items from the media to answer mathematical questions related to the article. This month's clips involve finding a mathematical error in an advertisement as well as working with ratios and proportions.
Tony Gong and Adam Lavallee
There seems to be a trend toward using creative terminology for mathematical properties and procedures as teachers attempt to engage their students. This short article explores potential issues and concerns related to the use of creative terminology and its effect on students' ability to meet the CCSSI standards of mathematical practice.
Dan Kalman and Daniel J. Teague
Using ideas of Galileo and Gauss but avoiding calculus, students create a model that predicts whether a fly ball will clear the famous left-field wall at Fenway Park.