The Math-alachian Trail

Authors

Abstract

This practitioner article highlights the use of digital math trails with in-service mathematics teachers at all levels. The purpose of a digital math trail is to connect learners with a physical space while engaging them in open-ended mathematics problems that promote critical thinking and problem-solving savvy. This article also provides simple steps to help teachers learn how to create their own digital math trails for their students.

Author Biography

Cacey L Wells, Appalachian State University

Cacey Wells is an assistant professor of mathematice education at Appalachian State University. You can find him with his family hiking trails, riding bikes, flyfishing, or teaching math.

References

Boaler, J. (2016). Mathematical mindsets: Unleashing students' potential through creative math, inspiring messages, and innovative teaching. San Francisco, CA: Jossey-Bass.

Garrett, L., Huang, L., & Charleton, M. C. (2016). A Framework for authenticity in the mathematics and statistics classroom. Mathematics Educator, 25(1), 32-55.

King, A. (2018). Finding the beauty of math outside class. Edutopia. Retrieved from https://www.edutopia.org/article/finding-beauty-math-outside-class

Meyer, D. (2014). Real work v. real world. Dy/Dan Blog. Retrieved from http://blog.mrmeyer.com/2014/developing-the-question-real-work-v-real-world/

Newmann, F. M., Secada, W. G., & Wehlage, G. (1995). A guide to authentic instruction and assessment: Vision, standards and scoring. Wisconsin Center for Education Research.

Wells, C & Sprott, A. (2020) Oil-land: An investigation into inquiry, dialogue, and action, Journal of Curriculum and Pedagogy, 10.1080/15505170.2020.1793436.

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Published

2021-01-06

How to Cite

Wells, C. L. (2021). The Math-alachian Trail. hio ournal of chool athematics, 86(1). etrieved from http://voyager.janeway.systems:9999/index.php/OJSM/article/view/7978

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Section

Articles