Postings in descending order of number of page views |

as of January 19, 2015 |

**Title** |
**Views** |

Function Transformations: Dilation |
40,083 |

Sigma and Pi Notation |
25,839 |

Function Notation |
25,605 |

Function Transformations: Translation |
7,815 |

Studying to Understand vs Studying to Memorize |
6,002 |

Summary: Systems Of Linear Equations |
5,557 |

Summary: Analyzing Linear Equations |
4,560 |

Life Skills Learned In Math Class |
4,130 |

Domain, Range, and Co-domain |
3,096 |

Multiplying Polynomials and FFFT! |
2,326 |

Integrating Mathematics With Other Subjects |
2,325 |

Algebra Intro 9: Fractions, Reciprocals, and Properties of Division |
2,195 |

To Use A Textbook, Or Not? |
1,917 |

Multiplication |
1,870 |

Procedural vs Intuitive Approaches |
1,737 |

Interactive Graphs for Exponential and Logarithmic Functions |
1,520 |

Summary: Quadratic Equations |
1,357 |

GeoGebra is Great! |
1,311 |

Angle Measures |
1,285 |

Why Quadratics? |
1,276 |

Linear Equation Activity Ideas |
1,274 |

Unintended Consequences of a 0 – 100 Grading System |
1,061 |

Algebra Intro 5: Addition, Subtraction, and Terms |
980 |

Algebra Intro 10: Fractions and Multiplication |
919 |

Standards Based Grading Trial |
751 |

Summary: Geometric Sequences and Series |
749 |

“Hidden” Learning Objectives for a Linear Equations Problem or Project |
654 |

Summary: Logarithms |
646 |

Lecturing: There Are Better Ways ToTeach |
584 |

Summary: Arithmetic Sequences and Series |
580 |

Word Problems… !#$%@;*!! |
493 |

What Is Algebra? |
493 |

Algebra Intro 1: Numbers and Variables |
492 |

Re-thinking Our High School Math Curriculum |
483 |

Student Response Clickers |
478 |

Algebra Intro 4: Negative Numbers, Zero, Absolute Values, and Opposites |
439 |

The Purpose of High School Mathematics |
422 |

Game-like Engagement |
422 |

Polynomials and VEX Drive Motor Control |
416 |

Summary: Roots and Rational Exponents |
402 |

The Virtues of Scrap Paper |
399 |

Algebra Intro 11: Dividing Fractions, Equivalent Fractions |
391 |

Negative Fractions |
391 |

Problems fall into four categories |
377 |

The Cost of Education |
369 |

Flipped Classroom: It’s About Timely Formative Feedback |
364 |

Inverse Musings: + and – |
352 |

Linear Systems: Why Does Linear Combination Work (Graphically)? |
334 |

Algebra Intro 7: Properties of Multiplication |
323 |

Algebra Intro 6: Multiplication |
319 |

Equivalence Deserves More Attention |
313 |

Piecewise Functions and Relations |
313 |

Learn the Game of Learning |
309 |

Ten Skills Every Student Should Learn |
286 |

Negative Differences |
273 |

Eight Attributes of Effective Activities, Problems, or Projects |
256 |

Where’s the mistake? |
254 |

Algebra Intro 12: Adding and Subtracting Fractions |
253 |

Procedures for “Completing the Square” |
241 |

Uncover the Hidden Game |
235 |

Projects vs Problems in Math Class |
232 |

Algebra Intro 8: Division |
228 |

Algebra Intro 2: Addition |
227 |

Combining Like Terms |
216 |

Solving Math Problems At The Board |
210 |

Successfully Asking Questions In Class |
198 |

ConcepTests and Peer Instruction |
197 |

Advice from Steve Jobs |
189 |

Algebra Intro 3: Subtraction |
187 |

Grant Wiggins on Mathematics Education |
176 |

Short Assessment Grading: Add or Average? |
166 |

Keep Your Eye On The Variable |
161 |

Simplifying Fractions |
155 |

Summary: Algebra |
131 |

Solving Absolute Value Equations |
131 |

Notation & Concept |
130 |

What A Parent Wants From A School |
125 |

Race To Nowhere: Conclusions |
120 |

On the origin of algebra problems |
115 |

Lost points on a problem? What to do… |
101 |

“Teacher” is an inaccurate title |
100 |

Cost effective adult education: might it influence secondary education? |
89 |

Peer Instruction Network |
89 |

Inverse Musings: * and / |
82 |

Operations are taught in pairs |
70 |

It’s True! 3x = (3)(x) |
66 |

Scheduling for Curricular Depth and Challenge |
65 |

Getting the most out of SAT Practice Test books |
34 |