The use of mnemonic devices, or “tricks,” in the mathematics classroom has been criticized by some authors. However, when used in the proper context, such “tricks” can be extraordinarily helpful in motivating students and helping them remember procedures while understanding concepts and mastering appropriate mathematical vocabulary.
Ann E. West
Natasha T. K. Murray
Students in an entry-level algebra class attempt to make sense of the relationship between imaginary zeros and their nonimaginary counterparts.
Robin S. O'Dell
Graphing orbits using linear iteration rules inspires enjoyment and artistry.
Some twenty years ago, when I was a university student, one of my lecturers presented a problem that he called Treasure Island. At first glance, the problem appeared to be unsolvable. After students made some futile attempts, the lecturer presented the surprising solution, without providing any explanation or even a hint. I spent the rest of the lecture thinking about the problem and trying to discover a solution.
Readers comment on published articles or offer their own ideas.
Readers react to published articles or submit their own mathematical explorations.
Explore three original problems, the thinking behind their formulation, how they can be solved, and related extensions.
A set of problems of many types.
Jennifer M. Mayer, Mary Ann Huntley, Nicole L. Fonger, and Maria S. Terrell
In a recent Mathematics Teacher article, Fonger and her colleagues explain why teachers should engage in research studies: Researchers working alone lack the information needed to effectively address problems of practice that matter most-problems that are highly contextual and based on teachers' day-to-day experience. (2017, p. 462)