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This issue comes out of the remote-teaching stretch of COVID, when digital tools landed in classrooms whether teachers wanted them or not. Moldavan, Franks, and Richardson look at a tool students used to build fraction bars and circles on screen, and at what it takes to model well with it rather than just click through. Sharp, Perkins, Keracher, and Lehman go after the flip side in “Beware of the Parallel-Replacement Zombies,” naming the trick where a student changes the numbers and the method but never the thinking, and offering ways to push past it.

The same gap between doing and understanding shows up in Brown, Walls, Leis, and Farrell’s project work, where TI calculators and Desmos serve functions students actually care about. The proofs here owe nothing to a screen. Kaufman starts with a right triangle of sides a, b, and c and builds three smaller right triangles whose perimeters come back as a, b, and c; Murthy gives the Pythagorean Theorem a proof without words. Flick and Kuchey close with the 2021 State Tournament results and a few problems to try.


Articles

Engaging All Mathematical Learners Through Project-Based Design
Engaging All Mathematical Learners Through Project-Based Design

Judy Brown, Jennifer Walls, Heather Leis, Ann Farrell, Michelle Meadows and Joanne Caniglia

2022-03-17 Volume 90 • 2022 • Spring 2022 • 1--22

Beware of the Parallel-Replacement Zombies
Beware of the Parallel-Replacement Zombies

Brian Sharp, Katie Perkins, Taylor Keracher and Laura Lehman

2022-03-17 Volume 90 • 2022 • Spring 2022 • 23--27

Fruitful Fraction Models with Digital Tools
Fruitful Fraction Models with Digital Tools

Alesia Mickle Moldavan, Asia Franks and Marquette Richardson

2022-04-30 Volume 90 • 2022 • Spring 2022 • 33--43

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