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Danielson, Christopher; Meyer, Dan – Mathematics Teacher, 2016

For many the phrase "teaching math online" evokes a vision of teaching and learning that is not based in physical classrooms. Perhaps teachers and students are even interacting asynchronously. In math classrooms in the United States, the increasing availability of devices (e.g. laptops, Chromebooks™, smartphones, and tablets) and…

Descriptors: Internet, Handheld Devices, Telecommunications, Mathematics

Johnson, Heather Lynn; Hornbein, Peter; Bryson, Dana – Mathematics Teacher, 2016

Fully online courses can provide teachers fresh opportunities to expand their mathematical conceptions and infuse technology into their classroom teaching. In this article, the authors share the experience of two classroom teachers (Hornbein and Bryson) who participated in a fully online mathematics education course--Expanding Conceptions of…

Descriptors: Online Courses, Instructional Design, Mathematics Instruction, Teacher Education

Gates, Miriam; Cordner, Tracy; Kerins, Bowen; Cuoco, Al; Badertscher, Eden; Burrill, Gail – Mathematics Teacher, 2016

The Common Core State Standards for Mathematical Practice (CCSSI 2010) elevate the ways of thinking used to create mathematical results to the same level of importance as the results themselves. These mathematical habits of mind (MHoM), or "specialized ways of approaching mathematical problems and thinking about mathematical concepts that…

Descriptors: Mathematics Education, Mathematics Instruction, Mathematical Concepts, Mathematics

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

Sankrithi, Siva Usha Mithra – Mathematics Teacher, 2016

Online teaching allows students to discuss their work and learn from varied media, gain nonhomogenous perspectives through global collaboration, and tackle challenging, relevant, real-world problems. In this article, the author describes ways that real-world applications encourage student exploration, how nonhomogenous perspectives challenge the…

Descriptors: Online Courses, Mathematics Instruction, Mathematics Teachers, Educational Technology

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

Brelias, Anastasia – Mathematics Teacher, 2015

Recommendations for reforming high school mathematics curricula emphasize the importance of engaging students in mathematical investigations of societal issues (CCSSI [Common Core State Standards Initiative] 2010; NCTM [National Council of Teachers of Mathematics] 2000). Proponents argue that these investigations can positively influence students'…

Descriptors: Secondary School Mathematics, High Schools, Mathematics Curriculum, Statistics

Roepke, Tena L.; Gallagher, Debra K. – Mathematics Teacher, 2015

Mathematics preservice teachers often complain vehemently about their required content-area reading courses. They ask such questions as, "Why do I have to worry about literacy when I'm going to be a mathematics teacher?" or "How will this ever help me in my mathematics classes?" or "When will I ever have time for…

Descriptors: Mathematics Teachers, Preservice Teachers, Content Area Reading, Literacy

Wasserman, Nicholas H. – Mathematics Teacher, 2015

Finding and designing tasks that allow for students to make connections among mathematical ideas is important for mathematics educators. One such task, which affords students the opportunity to make connections and engage with significant mathematical ideas through a variety of problem-solving approaches, is described in this article. Three…

Descriptors: Mathematics Instruction, Mathematical Concepts, Statistics, Probability

Szydlik, Jennifer Earles – Mathematics Teacher, 2015

Classroom culture is established through both conversations and practices. Traditionally in mathematics class, the focus is primarily on the latter; that is, students are shown what "doing mathematics" looks like, and then asked that they try it themselves. This article discusses three mathematical conversations that help bring…

Descriptors: Mathematics Instruction, Algebra, Discussion (Teaching Technique), Mathematical Concepts

Zbiek, Rose Mary; Larson, Matthew R. – Mathematics Teacher, 2015

Improving student learning is the primary goal of every teacher of algebra. Teachers seek strategies to help all students learn important algebra content and develop mathematical practices. The new Institute of Education Sciences[IES] practice guide, "Teaching Strategies for Improving Algebra Knowledge in Middle and High School Students"…

Descriptors: Teaching Methods, Algebra, Mathematics Instruction, Middle School Students

Kara, Melike; Eames, Cheryl L.; Miller, Amanda L.; Chieu, Annie – Mathematics Teacher, 2015

The very nature of algebra concerns the generalization of patterns (Lee 1996). Patterning activities that are geometric in nature can serve as powerful contexts that engage students in algebraic thinking and visually support them in constructing a variety of generalizations and justifications (e.g., Healy and Hoyles 1999; Lannin 2005). In this…

Descriptors: Algebra, Mathematics Instruction, Geometric Concepts, Concept Formation

Nagle, Courtney R.; Styers, Jodie L. – Mathematics Teacher, 2015

Although many factors affect students' mathematical activity during a lesson, the teacher's selection and implementation of tasks is arguably the most influential in determining the level of student engagement. Mathematical tasks are intended to focus students' attention on a particular mathematical concept and it is the careful developing and…

Descriptors: Mathematics Instruction, Mathematics Activities, Context Effect, Mathematical Logic

Berger, Ruth I. – Mathematics Teacher, 2015

This "Activity for Students" article presents a taxicab geometry problem that engages students in plotting points and observing surprising shapes and underlining reasons for the appearance of figures when working with street grids. With this activity, teachers can provide an extra challenge by writing additional problems introducing a…

Descriptors: Geometry, Mathematics Instruction, Mathematics Activities, Mathematical Applications

Grünberg, David; Matt, Andreas – Mathematics Teacher, 2015

Children love sculpting clay or building sand castles, creating objects in three dimensions before they have the motor skills to draw in two dimensions. Similar arguments applied to the study of curves and graphs in high school mathematics would suggest that students' work and calculation with shapes should move sequentially from concrete to more…

Descriptors: Algebra, Secondary School Mathematics, High School Students, Grade 9