What "is" mathematics? What does it mean to "do" mathematics? The answers to these two questions critically influence the ways in which learners respond to a mathematical problem. On the other hand, if they see questions as having only one correct answer and as needing to be solved in one particular way, they will be prone to…

The first part of the article focuses on deriving the essential properties of arithmetic sequences by appealing to students' sense making and reasoning. The second part describes how to guide students to translate their knowledge of arithmetic sequences into an understanding of linear equations. Ryota Matsuura originally wrote these lessons for…

Mathematics is rich in visual representations. Such visual representations are the means by which mathematical patterns "are recorded and analyzed." With respect to "vocabulary" and "symbols," numerous educators have focused on issues inherent in the language of mathematics that influence students' success with mathematics communication.…

How better to promote a healthy lifestyle than to get an entire middle school involved in analyzing dietary information? This article describes a series of activities that was part of an interdisciplinary schoolwide effort to discuss healthy food choices. Mathematics teachers chose to focus on students' dietary habits and, over several days,…

Given the importance of algebra, middle school mathematics teachers have a responsibility to help students transition from understanding arithmetic to understanding the algebra that will be necessary for success in high school. One method of transition involves introducing algebraic concepts in concrete ways using meaningful contexts. The series…

Introduces an activity designed to develop statistical concepts such as the distribution for a set of data, various interpretations of the mean for a set of data, the limitation of the mean for distinguishing distributions, variation in data, variation in data from the mean, and the MAD as a measure of variation in data from the mean. (ASK)

Describes going from teaching 8th grade mathematics in 45-minute class periods to teaching in a block schedule. Presents some strategies for making the change and keeping student interest. (NB)

Presents a problem included on the 1992 National Assessment of Educational Progress in mathematics at grade eight in the content area of algebra and functions. Collects and examines a set of responses to this problem and discusses some examples of strategies that students used to determine the answer to the problem. (ASK)

Examines 8th grade units from the Connected Mathematics Project (CMP). Identifies differences in older and newer conceptions, fundamental objects of study, typical problems, and typical solution methods in algebra. Also discusses where the issue of what is new in algebra is relevant to many other innovative middle school curricula. (KHR)

Presents examples of students' work to illustrate the typical approaches used at sixth-, seventh-, and eighth-grade levels and four common threads that are consistent with student development as observed in a Connected Mathematics Project class. (ASK)

Focuses on communication in teaching statistics. Describes a classroom in which students developed statistical understanding of exploratory data analysis. (KHR)

Presents a questionnaire that eighth grade students fill out to evaluate their mathematics class. Discusses how this evaluation gives the teacher valuable feedback for classroom management and instruction. Also gives insight into students' thinking. (ASK)

Describes a project in which students, in groups, wrote a chapter on factoring polynomials. Gives general format of the activity and excerpts from student writings. (10 references) (MKR)