Search

The article presents creative solutions to answer a middle school mathematical problem. Various representations were used by students to model the problem, including pictures, symbols, and numerical reasoning. Examples are provided of works from students that exemplify the differences in the methods used to solve the problem. Accounts from several mathematics teachers about the mathematics problem are included.

The article presents a project which students are asked to design two versions of the packaging for a product of their choice and look at the various mathematical calculations by simulating a real-world marketing situation. It states that students must calculate the volume of the packages and are required to consider surface area as they analyze the cost. Also included is a table that reflects the scoring rubric for students who did the project.

The article discusses topic related to the importance of learning various methods in solving mathematical problem. According to the article, students such as those that can easily find a way to solve problem will become better problem solver and have a deeper understanding of mathematical concept is they can recognize and adapt various problem solution strategies. The article also discusses the Principles and Standards for School Mathematics (NCTM), define proficiency in mathematics as the ability to use knowledge flexibility.

The article discusses topics related to the proof and prealgebra curriculum. It highlights that prealgebra curriculum offers opportunities for motivating students engage in proof and for cultivating proof readiness. It explains that prealgebra curriculum presents numerous opportunities that encourage the students to justify their interference. It accordingly requires the students to clearly communicate and to reason out their solutions to mathematical problems with appropriate mathematical languages and notations.

The article discusses topic related to the relationship between the slopes of perpendicular lines. It denotes the use of the Geometer's Sketchpad (GSP) to allow student discover a property of slopes. It examines the range of values the slopes might have and provides an example of result the student might generate. It also presents the laboratory sheet with instruction and notes for teachers to help students who encounter problems. According to the article, with the use of GSP, the students might be able to discover that slopes of perpendicular lines are negative reciprocal to each other.

The article focuses on the importance and promotion of mathematical conversation in the classrooms. It discusses that such conversations can be used to make students question, talk, agree or disagree over mathematical problems and to let them explore mathematical concepts. It reports on the ways the teachers can establish a community in the classroom and promote discussion amongst them. It mentions the difference between cognitive discourse and the motivational discourse in classrooms. It also mentions the ways to judge the quality of the discourse along with different levels of discourses in a Mathematics classroom.

The article discusses a mathematical problem, that asked to arrange the digits 5, 6, 7, 8, and 9 in a two-digit and a three-digit number, so that their product produces maximum result. It explains methods employed to achieve the solution. It describes an informal approach, which is based on common sense and presents four cases using this approach. Another approach explained is the formal approach, which compare all the four cases in pairs. It also addresses other problems that arise, while solving the original problem. It arranges the problem in 3 cases to analyze various probabilities that result from the problem.

The article focuses on a writing workshop organized in a Mathematics class, to enhance community practice of mathematical discussion. It mentions that the workshop is a modeled group collaboration that engrosses its participants in controlled but thoughtful discourse of written assignments. It discusses the processes followed during the workshop involving a participant reading aloud an assignment while others are writing in its response. It mentions a specimen of writing responses which includes writing an introduction, mathematical discourse and conclusion. It discusses that such workshops help participants in better understanding of mathematical problems, enhance mathematical vocabulary and provide them an improved learning experience. Also mentioned are various categories of responses.

The article shares a publication reader's favorite mathematical lesson, focusing on German mathematician Karl Frederick Gauss and his method of mathematical summation. A brief historical information on Gauss contribution to mathematical lessons and concept is mentioned. The author also provides a sample mathematical problem and solutions to Gauss' summation.

The article presents several comments which show appreciations in the cartoon corner "Taking a Pulse "Back in the Day," by Jim Unger in the October 2009 issue which presents word problems on heart rates. One of the readers said that the students enjoyed the activity in finding their pulse rate. Another one claims that the cartoon was a good activity to use for the learning of the students.