Student engagement in math and science courses decreases starting in middle school and continues throughout high school (Museus, et al., 2011). This lack of engagement results in students taking only the required math and science coursework and not advanced coursework that would help prepare them for future careers in science, technology,…

The study of functions has traditionally received the most attention at the secondary level, both in curricula and in standards documents--for example, the Common Core State Standards for Mathematics (CCSSI 2010) and "Principles and Standards for School Mathematics" (National Council of Teachers of Mathematics [NCTM] 2000). However, the…

Much of the evidence provided in support of the argument that mathematical knowing is embodied/enacted is based on the analysis of gestures and bodily configurations, and, to a lesser extent, on certain vocal features (e.g., prosody). However, there are dimensions involved in the emergence of mathematical knowing and the production of mathematical…

The authors compared the performance of students who received integration of number sense activities in instruction with students who received instruction using regular mathematics textbooks. Two classes of third-grade students (N = 60) were randomly assigned to experimental and control groups. Students in each group were given a pretest, post I…

Whether they are third graders or teacher candidates, students can learn about perimeter and area while having fun manipulating two-dimensional figures into three-dimensional objects. In this article, the author describes a common mathematical activity for geometry students by creating nets for a cube. By making connections between nets in two…