Mathematics has been taught throughout history without much more than a straightedge, a compass, and an abacus. So there is little question that all the major concepts of mathematics can be delivered without the aid of modern technology. But clearly, just the time-saving aspect of using technology can greatly enhance the art of teaching. In this…

The Common Core State Standards (CCSSI 2010) and NCTM's (2014) "Principles to Actions" agree that "for meaningful learning of mathematics, tools and technology must be indispensable features of the classroom . . . that support students in exploring mathematics as well as in making sense of concepts and procedures and engaging in…

Calculus, perhaps more than other areas of mathematics, has a reputation for being steeped with procedures. In fact, through the years, it has been noticed of many students getting caught in the trap of trying to memorize algorithms and rules without developing associated concept knowledge. Specifically, students often struggle with the…

Mathematics teachers continually look for ways to make the learning of mathematics more active and engaging. Hands-on activities, in particular, have been demonstrated to improve student engagement and understanding in mathematics classes. Likewise, many scholars have emphasized the growing importance of giving students experience with the…

All teachers, especially high school teachers, face the challenge of ensuring that students have opportunities to relate and connect the various representations and notions of mathematics concepts developed over the course of the pre-K-12 mathematics curriculum. NCTM's (2000) Representation Standard emphasizes the importance of students being…

Proposes activities that promote students' awareness of the structure of the information involved in their everyday activities, and builds the concept of function from students' mental representations of phenomena. Recommends the use of spreadsheets to provide external representations of these functions. (DDR)