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Goldenberg, E. Paul; Carter, Cynthia J.; Mark, June; Nikula, Johannah; Spencer, Deborah B. – Mathematics Teacher, 2017

The Common Core State Standards (CCSSI 2010) for Mathematical Practice have relevance even for those not in CCSS states because they describe the habits of mind that mathematicians--professionals as well as proficient school-age learners--use when doing mathematics. They provide a language to discuss aspects of mathematical practice that are of…

Descriptors: Mathematics Education, Mathematics Instruction, Common Core State Standards, Mathematics Skills

Paoletti, Teo J. – Mathematics Teacher, 2013

To engage students, many teachers wish to connect the mathematics they are teaching to other branches of mathematics or to real-world applications. The lesson presented in this article, which uses the algebraic skill of finding the equation of a line between two points and the geometric axiom that any two points define a line, does both. A…

Descriptors: Mathematics Instruction, Relevance (Education), Algebra, Mathematics Skills

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

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

Hubbard, Miles J. – Mathematics Teacher, 2007

Students manipulate data algebraically, and statistically to create models applied to a falling ball. They also borrow tools from arithmetic progressions to examine the relationship between the velocity and the distance the ball falls. (Contains 2 tables and 5 figures.)

Descriptors: Motion, Mathematical Concepts, Models, Mathematics Skills

Peer reviewed

DeTemple, Duane W. – Mathematics Teacher, 1990

Describes how to get equations for parabolas, ellipses, and hyperbolas from conic sections. Provides diagrams both in perspective and in cross-section for each case. (YP)

Descriptors: Equations (Mathematics), Geometric Concepts, Geometric Constructions, Geometry