A good problem can capture students' curiosity and can serve many functions in the elementary school classroom: to introduce specific concepts the teacher can build on once students recognize the need for additional mathematics or to help students see where to apply already-learned concepts. We encourage teachers to use the monthly problem in their own classrooms and report solutions, strategies, reflections, and misconceptions to the journal audience.

Contributor Notes

Erin R. Moss, erin.moss@millersville.edu, is an assistant professor in the mathematics department at Millersville University of Pennsylvania.

Edited by Signe E. Kastberg, a teacher of prospective elementary school teachers at Purdue University in West Lafayette, Indiana. Each month, this section of the Problem Solvers department features a new challenge for students. Readers are encouraged to submit problems to be considered for future columns. Receipt of problems will not be acknowledged; however, those selected for publication will be credited to the author. Find detailed submission guidelines for all departments at www.nctm.org/tcmdepartments.

(Corresponding author is Moss erin.moss@millersville.edu)
Teaching Children Mathematics

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