Working as a team, the teachers collect measurements to determine the slope of the newly constructed staircase. (The teachers are using this data to solve the algebra of stairs and ramps problem.)
These teachers are reflecting and sharing their ideas together as they enlarge a scale drawing of a section of the school that was flooded so that they can re-carpet this area. (The teachers are solving the measuring and carpeting our school problem).
The teachers are preparing to construct number pattern quilts. They are creating art in mathematics. See the picture below for examples of the teachers' quilt designs hanging on the wall.
These teachers enjoy creating a string art design which explored different properties of lines and slopes. In the background are displays of number patterns which were translated into quilt designs.
One middle school teacher communicates his ideas concerning which properties of a quadrilateral have changed and which have stayed the same as the others listen to his ideas.
The teachers are suggesting different problem-solving strategies to determine the shape of the cross-section of a cylinder. CM creates a paper model and JH slices a banana to explain their ideas to the rest of the group.
Together these teachers are building a graph of the growth of Cheerio box coupons after thinking about this function in tabular form.
Collaborating together, these teachers are determining the sizes of different astro-jackets (i.e. they are finding different surface areas of a fixed volume of blocks) and thinking about number patterns and possible relationships they have generated.
Different groups of teachers work together to explore how the height of the liquid changes as one ounce of liquid is added to different shaped bottles. Teachers record data in tabular and graphical forms. They predict and test conjectures for the shape of graphs created by adding an ounce of water to different shaped bottles.
Having fun organizing and recording data.
Working in a collaborative group, these teachers share their ideas in order to predict and calculate different percentages of various colors of M&Ms.
Teacher educators also engage in the problem-solving experiences with the teacher participants when they were not leading a session.