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March 2009, Volume 15, Issue 7

FEATURES

Mathematics Hiding in the Nets for a Cube
Kyungsoon Jeon
By connecting two- and three-dimensional geometry, this article expands a mathematical discussion that third graders provided to the question, “How many different nets can you draw that can fold into a cube?” (Mann 2004, p. 174). The author also makes connections to other platonic solids and to Eüler’s formula.

Mathematics Teaching Today
Tami Martin, William Speer
Features, consistent messages, and new components of Mathematics Teaching Today: Improving Practice, Improving Student Learning  (NCTM 2007), an updated edition of Professional Standards for Teaching Mathematics (NCTM 1991). The new book describes aspects of high-quality mathematics teaching; offers a model for observing, supervising, and improving mathematics teaching; and outlines guidelines for the education and continued professional growth of teachers. 

Aligning Theory with Practice
Terri L. Kurz and Ivana Batarelo
Description of a structure to help preservice teachers get invaluable field experience by aligning theory with practice supported by the integration of elementary school children into their university mathematics methodology course.  The framework is described as a model to help others wanting to establish a similar course.

You Had to Be There!
Donna Kotsopoulos, Duane Heide
Engaging in dialogue about the implications of mathematics demonstration classrooms becomes a form of professional development for teachers in communities of practice.

What Makes a Video Clip Interesting?
Katherine Linsenmeier, Miriam Sherin
Classroom video excerpts are often used to help preservice and practicing teachers explore students’ mathematical ideas. This article describes several types of video clips that the authors have found to be particularly productive for this purpose. 

Can Teacher Questions Be Too Open?
Amy Parks
Many educators recommend using open-ended questions to encourage students to share their thinking. However, inexplicit open-ended questions can make it difficult for students to determine the teacher’s intentions and to participate confidently in mathematical conversations. This article describes strategies teachers can use to make the language of open-ended ques-tions more explicit in order to provide more support for students in mathematics classrooms.

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