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
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
Brian Sharp, Katie Perkins, Taylor Keracher and Laura Lehman
2022-03-17 Volume 90 • 2022 • Spring 2022 • 23--27
Contest Corner: The 2021 State Tournament of Mathematics Results
Michael Flick and Debora Kuchey
2022-04-09 Volume 90 • 2022 • Spring 2022 • 28--31
Also a part of:
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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