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March 2008, Volume 101, Issue 7

FEATURES

Celebrate Pi Day

Fun fact about March 14 - Pi Day! This brief article lists websites to help with ideas of how to celebrate Pi Day in your classroom.

Teaching Algebra and Geometry Concepts by Modeling Telescope Optics
Lauren Siegel, Gail Dickinson, Eric Hooper, Mark Daniels
Preparation and delivery of high school mathematics lessons that integrate mathematics and astronomy through The Geometer's Sketchpad models, traditional proof, and inquiry-based activities. The lessons were created by a University of Texas UTeach preservice teacher as part of a project-based field experience in which high school students construct a working Dobsonian telescope. Eleven investigations with questions and answers are included.

Tangent Lines without Calculus
Jeffrey Rabin
A problem that can help high school students develop the concept of instantaneous velocity and connect it with the slope of a tangent line to the graph of position versus time. It also gives a method for determining the tangent line to the graph of a polynomial function at any point without using calculus. It encourages problem solving and multiple solutions.

The Dreaded Work Problems Revisited: Connections through Problem Solving from Basic Fractions to Calculus
Felice Shore, Matthew Pascal
Several distinct approaches taken by preservice elementary teachers to solving a classic rate problem. Their approaches incorporate a variety of mathematical concepts, ranging from proportions to infinite series, and illustrate the power of all five NCTM Process Standards. Building on student work and logical reasoning are central to this article.

Read how you can use this article as part of a Professional Development Experience.

Developing Knowledge of Teaching Mathematics through Cooperation and Inquiry
Maria Fernández
The use of microteaching lesson study (MLS) as an approach to promoting collaboration and learning among teachers, particularly those in prospective-teacher education programs, through a repeated cyclic process of developing, implementing, analyzing, and revising mathematics lessons and reporting their experience. In this study, MLS leads to increased understanding of teaching strategies and representations to promote students' mathematical thinking and understanding.