Ohio Journal of School Mathematics: Number 67 (Spring 2013)

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https://kb.osu.edu/handle/1811/78124

Front Matter
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Graphing Art Revisited: The Evolution of a Good Idea
Avila, Cheryl L. pp. 1-10
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Overcoming a Common Storm: Designing Professional Development for Teachers Implementing the Common Core
Bostic, Jonathan; Matney, Gabriel pp. 12-19
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Beyond the Fold: The Math, History, and Technology behind Origami
Hook, Natalie; Paul, Kristin pp. 21-26
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Incorporating iPad Technology into the Classroom: A Geometry Project
Ingraham, Melissa pp. 27-32
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What is the Whole in Cornhole? Introducing and Capitalizing upon Disequilibrium with Fraction Operations
Lane, Catherine Pullin; Thomas, Jonathan Norris; Harkness, Shelly Sheats pp. 33-41
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Developing Children’s Proportional Reasoning: Instructional Strategies That Go the Distance
Larson, Katie pp. 42-47
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Algebra: The Key to Student Success, Or Just Another Hurdle?
Wilder, Sandra pp. 48-56
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Contest Corner: Are Common Core Standards Addressed by Statewide Mathematics Contest Questions?
Kuchey, Debbie; Flick, Michael pp. 57-61
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Mathematical Morsels: Solutions to Tasks From the Fall Issue
Altieri, Audrey; Crawford, Evan; Elting, Michael; Frydryk, Courtney; Furlong, Allie; Heller, Amy; Kelly, Brooke; Knurek, Robert; Ramirez, Kelly; Turner, Courtney; Van Benschoten, Madeline; Werwinski, Lisa pp. 62-63
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Back Matter
pp. 64-65
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Now showing 1 - 11 of 11

Front Matter (Number 67, Spring 2013)
(Ohio Council of Teachers of Mathematics, 2013)
Graphing Art Revisited: The Evolution of a Good Idea
(Ohio Council of Teachers of Mathematics, 2013) Avila, Cheryl L.
The Graphing Art Project encourages students to explore functions as they create art. Students write functions with domain and range restrictions that generate interesting pictures. The project is easily tailored for different levels of mathematical learners. Algebra 1 students create art using linear functions; precalculus students include conic sections, exponential, logarithmic, trigonometric functions and the greatest integer functions in their work. Students may write graphing calculator programs to reproduce and animate their art.
Overcoming a Common Storm: Designing Professional Development for Teachers Implementing the Common Core
(Ohio Council of Teachers of Mathematics, 2013) Bostic, Jonathan; Matney, Gabriel
Classroom implementation of the Common Core State Standards for Mathematics (CCSSM) requires significant professional development that develops teachers’ understanding of the mathematics content and practice standards. This professional development must begin with the content and pedagogical needs of the teachers it serves. This study examined elementary and middle school teachers’ perceived mathematics content needs related to the CCSSM mathematics content domains, their perceived pedagogical needs, and the connection between these perceptions and statewide assessment data. K-5 teachers indicated a great need in Operations and Algebraic Thinking and Numbers and Operations on Fractions. Middle school teachers expressed a major need in better understanding modeling, statistics and probability, geometry and measurement, and proportional reasoning. Furthermore, teachers’ perceived mathematics content needs aligned with their previous students’ high-stakes test performance. In light of these findings, we discuss implications for designing CCSSM-related professional development.
Beyond the Fold: The Math, History, and Technology behind Origami
(Ohio Council of Teachers of Mathematics, 2013) Hook, Natalie; Paul, Kristin
The ancient art of origami can be used to strengthen mathematical subjects in the classroom. By integrating origami into the curriculum, teachers of mathematics provide their students with new opportunities to solidify their understanding of diverse concepts, such as regular polygons, symmetry, and transformation. Using one of many available and free online origami applets, teachers can introduce this ancient craft to their students from a technology-oriented perspective.
Incorporating iPad Technology into the Classroom: A Geometry Project
(Ohio Council of Teachers of Mathematics, 2013) Ingraham, Melissa
Technology is a vital tool that teachers should utilize to help strengthen student understanding. The latest technological tool, the iPad, has the potential to drastically change the way educators present material, and the way students demonstrate their knowledge of subject matter. This article describes in detail a geometry activity done solely on the iPad and explains how the activity is an effective use of technology in the mathematics classroom.
What is the Whole in Cornhole? Introducing and Capitalizing upon Disequilibrium with Fraction Operations
(Ohio Council of Teachers of Mathematics, 2013) Lane, Catherine Pullin; Thomas, Jonathan Norris; Harkness, Shelly Sheats
In this article, we describe a lesson study process aimed at examining and refining division of fractions experiences with pre-service teachers. Through a deliberate, research-based design process, the authors constructed a lesson focused on explicating the nature and mechanics of the traditional fraction division algorithm; however, implementation revealed unexpected yet powerful mathematical experiences that existed aside from the primary lesson goals. Specifically, pre-service teachers experienced significant disequilibrium regarding the shifting nature of "the whole" when working on a particular subset of lesson tasks. The authors describe their design process, implementation, and present several conclusions gleaned from this experience.
Developing Children’s Proportional Reasoning: Instructional Strategies That Go the Distance
(Ohio Council of Teachers of Mathematics, 2013) Larson, Katie
Proportional reasoning is one of four key areas of instruction for sixth and seventh grade mathematics as established by The Common Core State Standards for School Mathematics (CCSSM, 2010). This article describes the importance of proportional reasoning and provides educators with strategies that can be implemented in the classroom to help students develop their proportional reasoning.
Algebra: The Key to Student Success, Or Just Another Hurdle?
(Ohio Council of Teachers of Mathematics, 2013) Wilder, Sandra
The strong emphasis on algebra has led to nationwide school reforms, and it is an integral part of major high school curricula changes that have taken place in recent years. In this article we try to determine if there is a basis for the underlying belief that algebra equips students with the skills necessary to succeed in college. Based on the existing literature, it follows that college algebra may be an indicator of student success in college, but there is no evidence that this subject contributes to that success. There is no evidence of the context or structure of algebra aiding students in developing or even improving any of their cognitive skills, but only their content knowledge. While it is not impossible that this could be the case in a particular situation if the mathematics curricula were constructed with this in mind, no such studies were found in the literature.
Contest Corner: Are Common Core Standards Addressed by Statewide Mathematics Contest Questions?
(Ohio Council of Teachers of Mathematics, 2013) Kuchey, Debbie; Flick, Michael
Back Matter (Number 67, Spring 2013)
(Ohio Council of Teachers of Mathematics, 2013)
Mathematical Morsels: Solutions to Tasks From the Fall Issue
(Ohio Council of Teachers of Mathematics, 2013) Altieri, Audrey; Crawford, Evan; Elting, Michael; Frydryk, Courtney; Furlong, Allie; Heller, Amy; Kelly, Brooke; Knurek, Robert; Ramirez, Kelly; Turner, Courtney; Van Benschoten, Madeline; Werwinski, Lisa
In this column, we share solutions submitted by our readers for tasks provided in the Mathematical Morsels column of our Fall issue. The editors wish to thank those who took the time to submit tasks and YouTube solutions.

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