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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
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Leith, Chad; Rose, Elena; King, Tony – Mathematics Teacher, 2016
To create a classroom learning community in which all students are engaged and inspired, a mathematics teacher's mastery of the content must be matched by an awareness of the needs of individual students and an understanding of the instructional strategies that will enable all learners to develop their mathematical knowledge and skills. Yet when…
Descriptors: Mathematics Instruction, English Language Learners, English (Second Language), Immigrants
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Wendt, Ted; Murphy, Kevin – Mathematics Teacher, 2015
According to a 2012 study from the Program for International Student Assessment, twenty-nine out of sixty-five participating nations and other jurisdictions outperformed the United States in mathematics by a statistically significant margin (up from twenty-three in 2009) (Heitin 2013). To improve students' mathematical understanding, the authors…
Descriptors: Mathematics Instruction, Mathematics Achievement, Common Core State Standards, Mathematics Skills
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Trocki, Aaron – Mathematics Teacher, 2014
The advent of dynamic geometry software has changed the way students draw, construct, and measure by using virtual tools instead of or along with physical tools. Use of technology in general and of dynamic geometry in particular has gained traction in mathematics education, as evidenced in the Common Core State Standards for Mathematics (CCSSI…
Descriptors: Secondary School Mathematics, High School Students, Geometry, Technology Uses in Education
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Allen, Kasi C. – Mathematics Teacher, 2013
Today, beginning algebra in the high school setting is associated more with remediation than pride. Students enroll by mandate and attend under duress. Class rosters in this "graveyard" course, as it is often referred to, include sophomores and juniors who are attempting the course for the second or third time. Even the ninth graders…
Descriptors: Algebra, Mathematics Instruction, High School Students, Secondary School Mathematics
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Zelkowski, Jeremy S. – Mathematics Teacher, 2013
Principles and Standards for School Mathematics (NCTM 2000) states, "Technology is essential in teaching and learning mathematics; it influences the mathematics that is taught and enhances students' learning." The focus on reasoning and sense making with technology in the lesson presented in this article will enable students to do more…
Descriptors: Mathematics Instruction, Educational Technology, Mathematical Concepts, Teaching Methods
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Gonzalez, Gloriana; DeJarnette, Anna F. – Mathematics Teacher, 2013
What does problem-based instruction do for students and teachers? The open-ended geometry problem presented in this article, along with examples of students' work on the problem, illustrates how problem-based instruction can help students develop their mathematical proficiency. Recent studies have shown that students who experience problem-based…
Descriptors: Mathematical Logic, Mathematics Instruction, Geometry, Geometric Concepts
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Marcus, Robin; Fukawa-Connelly, Tim; Conklin, Michael; Fey, James T. – Mathematics Teacher, 2007
This article describes recommendations made by participants in a large project of the Mathematical Association of America (MAA), in which representatives of "partner disciplines" shared what they would like students to learn in the first two years of college mathematics. The article further suggests implications for high school mathematics.…
Descriptors: College Mathematics, Secondary School Mathematics, High Schools, Mathematics Instruction