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September 2012, Volume 18, Issue 2

FEATURES

What Are You Assuming?
Nadia Stoyanova Kennedy
When students recognize and grapple with assumptions, they become better problem solvers.

Defining Supports Geometry
Michelle L. Stephan, George E. McManus, Ashley L. Dickey, and Maxwell S. Arb
The process of developing definitions is underemphasized in most mathematics instruction. Investing time in constructing meaning is well worth the return in terms of the knowledge it imparts.

What’s on Your Plate? Thinking Proportionally- FREE PREVIEW!
Sarah B. Bush, Karen S. Karp, Liz Popelka, and Victoria Miller Bennett
The dietary guidelines illustrated on the USDA’s Choose My Plate diagram can also provide healthy portions of data analysis, health education, and cultural responsiveness.

Coming Full Circle
Sally K. Roberts and Viveka O. Borum
Teacher candidates develop processes and proficiencies articulated in the Common Core State Standards for Mathematics by investigating connections between and among geometry concepts.
Second Look:
Connecting Geometry and Algebra

Second Look - Connecting Geometry and Algebra

The Leap from Patterns to Formulas
Geometric problems help students progress from predicting numerical patterns to expressing algebraic generalizations.

Promoting Algebraic Reasoning Using Students' Thinking
A lesson in which students' thinking about geometric patterns can be used to help them develop algebraic reasoning and to make sense of mathematical notation and symbols.

All These Rays! What’s the Point?
Teacher candidates move beyond “Just give me a formula” to a deeper understanding by exploring the algebra found in geometric models.

Illuminations Lesson: Algebraic Transformations
Students create a shape sorter and consider all possible moves that will return a shape to its original position. They investigate the results when two of these moves are performed consecutively, to learn about the commutative and associative properties.

Connections Standard - Pre-K through Grade 12
When students can connect mathematical ideas, their understanding is deeper and more lasting. They can see mathematical connections in the rich interplay among mathematical topics, in contexts that relate mathematics to other subjects, and in their own interests and experience. Through instruction that emphasizes the interrelatedness of mathematical ideas, students not only learn mathematics, they also learn about the utility of mathematics.