Ohio Journal of School Mathematics | Issue: Issue: 1(83) Fall 2019 (2019)

Volume 83 • 2019 • Fall 2019

The thread running through this issue is teachers revising in the open. George brings a geometry area task to her high school students, watches it expose misconceptions she did not expect, and reworks it after an advanced methods course for practicing teachers. Miller owns up to a Crime Scene Investigation lesson she downloaded that quietly reinforced stereotypes, then rebuilds it with colleagues. Jakes goes further and makes her own confusion the lesson, handing students the same misconception about two-way frequency tables so they can work through it. Druken and Marzocchi show the slower version of the same habit, ten iterations of lesson study that turn string, counting bears, and geoboards into a way to see a/b as a copies of 1/b.

Underneath the lesson work sits a question about who the math reaches. Norval continues her series on modifying test items for English language learners, summarizing what the research actually says about linguistic changes. Miller’s piece belongs here too, since the bias she found was baked into a lesson built for someone else’s classroom. Alongside that, Walker and Scanga carry on with Lajos Pósa’s Hungarian approach and the many solutions to the 1000-square task, Klovekorn ties polygons to coding with Turtle graphics, and Flick and Kuchey report from the 2019 State Tournament of Mathematics.