The implementation of CCSSM helped this teacher think about how to use different representations to help fourth-grade students increase their conceptual understanding of fractions.

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Contributor Notes

Donald N. Sarazen, dsarazen@richlandone.org, teaches fourth grade at H. B. Rhame Elementary School in Columbia, South Carolina. He enjoys engaging his students in real-world mathematical problem solving and having his students interact with their community.

Edited by Megan Kelly Murray, mek2v@cms.mail.virginia.edu, at the University of Virginia in Charlottesville; and Jane Moore, jmoore@nl.edu, an associate professor at National Louis University in Chicago, Illinois. E-mail your insights into a student's mathematical thinking to tcm@nctm.org. Include Back Talk in the subject line. Find detailed submission guidelines for all departments at www.nctm.org/tcmdepartments.

(Corresponding author is Sarazen dsarazen@richlandone.org)(Corresponding author is Murray mek2v@cms.mail.virginia.edu)(Corresponding author is Moore jmoore@nl.edu)
Teaching Children Mathematics

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