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April 2000, Volume 5, Issue 8

FEATURES

Never Say Anything a Kid Can Say!
Steven C. Reinhart
A teacher shares strategies for helping students communicate their thinking about mathematics.

Word Origins: Building Communication Connections
Rheta N. Rubenstein
Students learn origins of the vocabulary of mathematics to reinforce the concepts of mathematics.

Understanding Student Responses to Open-Ended Tasks
Barbara M. Moskal
When students explain in detail how they solve a geometry problem involving the area of an irregular figure, they reveal the strengths and misconceptions in their thinking.

The Role of Definition
Jane M. Keiser
Students may be able to state a definition in geometry, but do they really understand what the definition means? Student work included.

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

Let's Talk about the Weather: Lessons Learned in Facilitating Mathematical Discourse
Jacqueline Leonard
A teacher gathers information about how students talk as they build a hygrometer to measure relative humidity.

Daily Journals Connect Mathematics to Real Life
Lillie R. Albert and Jennifer Antos
Keeping daily math journals brings mathematics to life when students connect mathematics to everyday activities.

Fostering Mathematical Thinking through Multiple Solutions
Jinfa Cai and Patricia Ann Kenney
Teachers can foster mathematical communication and reasoning by encouraging students to find a variety of ways to approach worthwhile mathematical tasks. Example problems included.

Using Counterintuitive Problems to Promote Student Discussion
Nelson J. Maylone
Keep students actively engaged by posing problems with answers that fly in the face of common sense. Several suggested problems included.

Improving Data Analysis through Discourse
Kay McClain, Maggie McGatha and Lynn L. Hodge
Students analyze the data from two SAT preparation courses and defend their conclusions through mathematical arguments.