Representing and recording student thinking in public spaces during mathematics discussions is challenging work. We share principles for recording student thinking in the moment and share an activity for improving your recording practice.
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Nicole Garcia, Meghan Shaughnessy, and D’Anna Pynes
Emiliano Gómez, Risa A. Wolfson, and Introduction by: Trena L. Wilkerson
Michael Daiga and Shannon Driskell
The two provided activities are geared for students in middle school to facilitate and deepen their understanding of the arithmetic mean. Through these activities, students analyze visual representations and use a special type of statistical thinking called transnumerative thinking.
Nina G. Bailey, Demet Yalman Ozen, Jennifer N. Lovett, Allison W. McCulloch, and Charity Cayton
Three different technological activities to explore parameters of quadratic functions each has its own pros and cons.
Thomas Edwards, S. Asli Özgün-Koca, and Kenneth Chelst
A quadratic equation was the basis for activities involving both concrete and technological representations.
Christine Taylor and Jean S. Lee
We implemented a STEM task that highlights the engineering cycle and engages students in productive struggle. Students problem solved in productive ways and saw tangible benefits of revising their work to achieve mathematical goals.
Aaron Brakoniecki, Julie M. Amador, and David M. Glassmeyer
Tasks and materials that allow for different approaches can help teachers incorporate student reasoning and can promote connections across different mathematical ideas.
Danielle R. Divis and Tyler Johnson
This practitioner article describes a lesson carried out in a high school classroom at the conclusion of a unit on exponential growth. Two teachers use a series of music-related activities to engage students in using and connecting multiple representations of exponential growth while exploring musical frequencies on a piano.
Angela Just and Jennifer D. Cribbs
The authors outline the importance of using variety when teaching mathematics.
Neet Priya Bajwa and Jennifer M. Tobias
Two types of tasks have the potential to help second graders attend to structure and use initialmultiplicative ideas in their strategies to find the total.
