Teachers can modify existing materials to meet new curricular goals, reaching learners at all levels.
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Christina M. Punches-Guntsch and Erin N. Kenney
Teachers in an urban high school design a learning environment for at-risk mathematics students.
Patricia Wallace Gomez
When I teach the rules for exponents, my students can understand one lesson at a time. But by the end of the chapter, many have the rules all mixed up. The question invariably arises: “Is x 2 · x 3 equal to x 5 or x 6?” We review our discussion from earlier in the unit: x 2 · x 3 = (x · x) · (x · x · x) = x 5. I also take advantage of this teachable moment. The properties for simplifying exponents are connected to the chart displayed on my classroom door. I have written the letters PEMDAS on colored paper and taped them up as a constant reminder of the order of operations (see fig. 1).
Christof Weber
Describe taking a logarithm as repeated division to allow students to build on what they know about division, instead of relying solely on the exponential definition.
found the November/December 2017 issue of Mathematics Teacher more valuable than usual in its content, in particular for its focus and attention on specific interactions between teachers and their students. I also thought that the pairings of authors (such as Fitzpatrick and Dominguez or Madden and Gonzales) was especially powerful.
Laurie Speranzo and Erik Tillema
Specific teacher moves and lesson planning can facilitate student empowerment in the middle school classroom.
Susan F. Zielinski and Michael Glazner
Help students stop making typical, persistent errors related to misconceptions about exponents, distribution, fraction simplification, and more.
A set of problems of many types.
A set of problems of many types.
