Two instructional principles–being open to students' input and building on misconceptions–can open the door for mathematics learning in community college.
Ruth N. Urbina-Lilback
Eric L. McDowell
Enhance students' number sense and illustrate some surprising properties of this alternative operation.
Samuel Otten and Andrew Otten
Students make strategic choices–and justify them–to solve a system of two linear equations.
Readers comment on published articles or offer their own ideas.
Kasi C. Allen
Students today come to first-year algebra with considerable prior experience and a wide range of skills. Teachers need to modify their instructional strategies accordingly.
Marla A. Sole
This article aims to encourage teachers to embed open-ended problems into their teaching repertoire by linking the strong support found in the research literature for these types of questions with concrete recommendations for pedagogical practice.
Economics can be an avenue for teaching such algebra concepts as graphing curves, writing linear equations, solving systems of equations, and shifting graphs.
Mark Pinkerton and Kathryn G. Shafer
An action research study focuses on the teaching strategies used to facilitate Problems of the Week.
Darla R. Berks and Amber N. Vlasnik
Two teachers discuss the planning and observed results of an introductory problem to help students nail a conceptual approach to solving systems of equations.
Patrick Kimani and Nicole Engelke
In a new approach, rate problems—the bane of students—can connect to higher-level concepts.