Middle school students are faced with a number of mathematical concepts that require new forms of reasoning. Although the shifts toward proportional and algebraic reasoning are often emphasized in middle school curricula, changes in the nature of geometric reasoning are not always given the same weight. As highlighted in "Catalyzing Change in…

Research suggests that embodying mathematical concepts through movement supports improvements in students' spatial fluency, communication, collaboration, critical thinking, and problem-solving skills (Alibali and Nathan 2012; Cone and Cone 2011; Sarama and Clements 2009). This article describes a dance-based strategy that middle school mathematics…

This article describes a technology-based approach for dealing with a misconception that some students hold concerning the equivalency of geometric transformations. Students can begin to conceptualize transformations in terms of the relationship between preimage and image figures rather than focus on the motion of a figure. (Contains 7 figures.)

This article describes the integration of transformational geometry, mathematics, history, art, and cultural studies in a middle-grades mathematics classroom. Its intent is to illustrate how providing students with real-world experiences allows them to see and model mathematics as an integrated whole and make both thoughtful connections between…