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Stuart, Rick; Chedister, Matt – Mathematics Teacher, 2019

While students were constructing the concept of rates of change, linear relationships, and nonlinear relationships in a first-year algebra class, the wanted to build a task that allowed them to increase their understanding of covariation, that is, how two variables change in relation to each other. Research has shown that students who have built…

Descriptors: Correlation, Algebra, Mathematics Instruction, Mathematical Concepts

Dibbs, Rebecca; Beach, Janessa; Rios, Daniel – Mathematics Teacher, 2018

Rich mathematical modeling activities are crucial to giving students agency and making mathematics meaningful. Proportional reasoning and transitional algebraic reasoning are the primary topics in the prealgebra curriculum, so a need exists for meaningful modeling activities using proportional reasoning in addition to geometric modeling. In…

Descriptors: High School Freshmen, Grade 9, Mathematics Education, Mathematics Activities

McGraw, Rebecca – Mathematics Teacher, 2017

The task shared in this article provides geometry students with opportunities to recall and use basic geometry vocabulary, extend their knowledge of area relationships, and create area formulas. It is characterized by reasoning and sense making (NCTM 2009) and the "Construct viable arguments and critique the reasoning of others"…

Descriptors: Mathematics Education, Geometric Concepts, Mathematical Formulas, Mathematics Skills

McDowell, Eric L. – Mathematics Teacher, 2016

By the time they reach middle school, all students have been taught to add fractions. However, not all have "learned" to add fractions. The common mistake in adding fractions is to report that a/b + c/d is equal to (a + c)/(b + d). It is certainly necessary to correct this mistake when a student makes it. However, this occasion also…

Descriptors: Fractions, Number Systems, Number Concepts, Numbers

Gedeborg, Samuel – Mathematics Teacher, 2016

One of the major benefits of the face-to-face teaching environment is that social interaction opportunities are a natural part of the course: Learners meet in the same room for the same allotted period of time each week. This social opportunity is not organic to online courses; therefore, to have this social interaction as a part of online classes…

Descriptors: Mathematics Instruction, Interaction, Asynchronous Communication, Synchronous Communication