Students make strategic choices–and justify them–to solve a system of two linear equations.
Samuel Otten and Andrew Otten
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.
Sarah D. Ledford, Mary L. Garner, and Angela L. Teachey
Interesting solutions and ideas emerge when preservice and in-service teachers are asked a traditional algebra question in new ways.
Alex Friedlander and Abraham Arcavi
Integrating procedures and thinking processes makes learning more meaningful.
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.
Jeremy S. Zelkowski
Do you always have to check your answers when solving a radical equation?
Melissa Graham and Kristin Lesseig
New teachers can immediately begin using these classroom-tested ways to incorporate mathematical argumentation in their classrooms on a daily basis.