According to the National Center for Education Statistics (2016), the number of public school students in the United States who were English learners (ELs) was estimated at 4.5 million. However, in 2005, the national standardized testing scores (Fry 2007) show that about 51 percent of eighth-grade EL students were behind other students in reading…

The task shared in this article provides geometry students with opportunities to recall and use basic geometry vocabulary, extend their knowledge of area relationships, and create area formulas. It is characterized by reasoning and sense making (NCTM 2009) and the "Construct viable arguments and critique the reasoning of others"…

Software programs such as Tinkerplots ® or Geometer's Sketchpad ® can help students solve problems in mathematics classes, but may not be available to them after high school. In contrast, many students who become familiar with Internet tools and programs in office packages (word processing, spreadsheets, etc.) may use them daily to enhance their…

If students are going to develop reasoning and thinking skills, use their mathematical knowledge, and recognize the relevance of mathematics in their lives, they need to experience mathematics in meaningful ways. Only then will their mathematical skills be transferrable to all other parts of their lives. To promote such flexible mathematical…

Research over the past few decades points to ways precalculus and calculus courses can be strengthened to improve student learning in these courses. This research has informed the development of the Algebra and Precalculus Concept Readiness (APCR) and the Calculus Concept Readiness (CCR) assessments. In this article, the authors present three…

Presents an activity for students in grades 7-10 (with ready-to-copy worksheets and overhead projector transparency masters) designed to develop the problem-solving skills of making and reading an organized list and searching for a pattern, and to provide practice in using the general heuristics of the problem-solving process. (JN)

The author uses a format in developmental mathematics courses that stresses (1) developing a positive attitude toward mathematics; (2) encouraging activeness on the part of the students; and (3) providing survival skills for nondevelopmental courses that encourage the practice of problem solving and analytical skills. Each of these areas is…